• Research in Mathematical Education
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• v.17 no.3
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• pp.181-198
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• 2013

Teaching and learning mathematics in a classroom setting is based on the interactions between the teacher and her students. Using classroom observations and interviews of students and the teacher, this research examines a first-year teacher and her students' interactions in the mathematics classroom. In this mathematics classroom, teacher and students interaction had inconsistency between mathematical topics and non-mathematical topics. For non-mathematical topics, their interactions were very active but for mathematical topics their interactions were very limited. This paper ends with raising questions for future research and calling for the opportunities for first-year teachers to reflect on their interactions with their students, in particular about mathematical topics.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.493-511
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• 2014

In this paper, we study the major mathematical history appeared in the elementary school mathematics textbooks. School mathematical history described in the texts reflects the axial age, and deals with mathematical transculture from the ancient Greek into Europe without the Islamic mathematics. We discuss about them through out the elementary school textbooks and give some directions for the problems.

• Journal for History of Mathematics
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• v.37 no.3
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• pp.41-57
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• 2024

In this study, the life of Lee Kyo Seung(1868~1951), the author of SinJeongSanSul(1~3), is traced in outline. He worked as a teacher at a government elementary school from 1895 to 1906. He contributed to elementary education as one of the first government elementary school teachers in the period of the Great Han Empire. During this period, he wrote SinJeongSanSul(1~3). He contributed to secondary mathematics education as a professor at Sungyunkwan for three years from November 1908, and as a mathematics teacher at the YMCA Academy from 1906 to 1916 in the period of the Great Han Empire and early Japanese colonial period. During this period, he wrote two different secondary school mathematics textbooks. During the Great Han Empire and early Japanese colonial period, he was a pioneering textbook author and mathematics teacher. So he can be evaluated as one of the important persons in the history of mathematics education in Korea.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.1-14
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• 2021

Mathematics anxiety is a term for emotional and physical resistance to mathematics. Understanding students' mathematics anxiety is important not only in terms of improving mathematics academic achievement, but also in nurturing mathematics manpower necessary for the future society. In particular, mathematics anxiety is most likely to occur in elementary school, and it has a negative effect on subsequent learning. Therefore, it is important to understand the aspects of students' mathematics anxiety in elementary school. In this study, I presented the patterns of changes in students' mathematics anxiety over time and statistically verified them. As a result of a follow-up survey of 249 elementary school students' mathematics anxiety for 3 years from 4th to 6th grade, it was found that, rather than having a special pattern related to the formation of math anxiety, it may increase and decrease and vary depending on individual confirmed. Later, in this study, five patterns of Mathematics anxiety patterns were identified through statistical analysis. In addition, I confirmed that the students' interest about teachers' mathematics lessons was consistently influencing the change in mathematics anxiety. The results of this study will increase students' understanding of the formation of mathematics anxiety and can be used as basic data for the development of teaching and learning materials related to mathematics anxiety in the future and subsequent research.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.133-150
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• 2006

This study is to investigate the effects of a mathematics history lecture on elementary students' math learning. Pre- and post-tests were done for 33 6th grade students before and after 3-units of mathematics history lecture by a mathematician. The results show that the lecture improved students' interests and confidence on math. Especially, the tests present a positive change in students' attitudes on math and results in an increased curiosity on and willingness to study math. This study shows a consistent result with previous studies of teaming effects of introducing mathematics history in math. This study also highlights that even 3-units of math history lecture can significantly improve students' attitude and belief on math learning. Given the positive effects of math history lecture on students' math loaming, it is implicated that math history be included in the formal elementary math curriculum and more participation of math history experts in math.learning processes is needed.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.137-159
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• 2005

As what exactly understands a meaning of mathematics terms, is a starting point of mathematical thinking, it plays a very important role in the mathematics learning. What understood mathematics terms which were defined here, includes not only the terms of comprising its definition, but also all of the understanding in context, situation, intention and purpose, which came to give its definition. Due to this reason, it needs to be examined how much students are correctly understanding about mathematics terms which appear in the texts, and to seek for its cause for the terms which are felt to be difficult. Accordingly, this study investigated into mathematics terms which are used for the field of geometry in the elementary school mathematics textbooks, and tried to analyze students' understanding level about each term.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.329-349
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• 2018

The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.

• Communications of Mathematical Education
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• v.37 no.1
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• pp.47-64
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• 2023

The current elementary mathematics curriculum does not include intensive quantity. However, other subjects also deal with intensive quantity. In order to find a solution to this problem from a pedagogical point of view, the curriculum of mathematics, science, social studies, and elementary textbooks were compared and analyzed, focusing on intensive quantity. As a result of the analysis, the learning contents of intensive quantity were not explicitly presented or the term was not used in the elementary mathematics curriculum. However, intensive quantity was used as a material of activity and word problems in elementary mathematics textbooks. In science and social studies, it was also found that the learning order and content did not match, such as calculating the intensive quantity. For effective learning, it is necessary to consider presenting intensive quantity in elementary mathematics, and to be careful in the composition of learning order and content.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.507-527
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• 2019

At the time when textbooks were developed and applied according to the 2015 revised curriculum and At the time of developing new test textbooks, it is necessary to examine the contents of the textbooks based on the 2015 revised curriculum and the responses of field teachers. Therefore, this study conducted a questionnaire survey for elementary school teachers on how teachers perceive and evaluate elementary mathematics textbooks (math textbooks, mathematics learning books, teacher guidebooks) developed and applied based on the 2015 revised curriculum. The results were analyzed.