• The Mathematical Education
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• v.61 no.2
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• pp.305-322
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• 2022

Angle has a variety of aspects, such as figure, measurement, and rotation, but is mainly introduced from a figure perspective and a quantitative perspective of the angle is also partially experienced in the elementary mathematics textbooks. The purpose of this study was to examine how the angle concept introduction and development pattern in elementary school mathematics textbooks are linked or changed in middle school mathematics textbooks, and based on this, was to get the direction of writing math textbooks and implications for guidance. To this end, 57 math textbooks for the first grade of middle school were collected from the first to the 2015 revised curriculum. As a result of the study, it was found that middle school textbooks had a greater dynamic aspect of each than elementary school textbooks, and the proportion of quantitative attributes of angle was higher in addition to qualitative and relational attributes. In other words, the concept of angle in middle school textbooks is presented in a more multifaceted and complex form than in elementary school textbooks. Finally, matters that require consensus within elementary, secondary, and secondary schools were also proposed, such as the use of visual expression or symbol, such as the use of arrows and dots, and the use of mathematical terms such as vertex of angle and side of angle.

• The Mathematical Education
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• v.50 no.1
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• pp.41-59
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• 2011

Given the importance of algebra in the early grades, this paper analyzed the contents of whole numbers and their operations from the perspectives of generalized arithmetic. In particular, the focus of analysis was given to the properties of 0 and 1, those of operations such as commutativity, associativity, and distributivity, and the relations between operations. As such, this paper analyzed in detail how such properties and relations were introduced and expanded across different grades. It is expected that many issues in this paper will serve basic information to develop instructional materials in a way to fostering students' algebraic thinking in the elementary grades.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.41-58
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• 2002

This study examines effects of small group cooperative learning on areas of mathematics such as number and calculation, figure, and measurement, and changes of attitude-interest in math in elementary schools. Seventy eight second graders from Jinhae City were divided into the experimental group and the control group. The experimental group was subdivided into small groups of four students who belonged in different levels of math performance. The subdivision was renewed whenever each area was covered. An examination paper which had been developed by Ministry of Education & Human Resources Development and Kyeongsangnamdo Office of Education was given to the subjects. Also, a questionnaire was developed and given to the participants. The results show that, in general, the small group cooperative learning had good effects on the students' ability to solve math problems and, in articular, greater effects on the ability of low-level students. It is revealed that the interaction between the students in small groups affected their attitudes toward and interest in mathematics in a positive way, but did not make perceivable changes in self-confidence of the young Learners.

• Research in Mathematical Education
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• v.24 no.1
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• pp.29-47
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• 2021

The purpose of this study was to examine what factors affect the construction of preservice white mathematics teachers' racial identities and the relationship between their racial identities and Culturally Relevant Teaching (CRT) practices. We examined five white female preservice teachers who enrolled in an elementary mathematics methods course at a private university in the US. We collected data consisting of lesson plans, semi-structured interviews, and reflection of a taught lesson in the 2018 fall term and examined them using qualitative research methods. We found that preservice teachers' racial identities were affected by their backgrounds, K-12 school experiences, and practicum school environment. We also found a relationship between teachers' sensitivity to racial issues and their endorsement of CRT strategies. The findings also revealed that the relationships were mediated by practicum school contexts. Based on the findings, we provided practical implications for the teacher education programs.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.151-169
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• 2006

This study is to adjust the Theory in the Mathematics Education, apply it to learning mathematics and to analyse its effectiveness. The results of the study are summarized as follows. First, because learning mathematics is hierarchical, teachers must make and use a task analysis table classified by units. Second, development age and the retention of mathematics concepts are intimately associated with cognitive development theory. Third, learning mathematics through cognitive processes enhances a student's scholastic achievement. Fourth, students interests and self-confidence can be enhanced through the presentation of both examples and non-examples. We cannot understand the higher-order concepts of mathematics by only its definitions. The only way of understanding such concepts is to have experience through suitable examples.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.19-26
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• 2003

The purpose of this study is twofold: (i) to argue the importance of problem solving strategy in education and (m to propose an efficient way to use the problem-solving strategy, which is based on the survey to find out how well elementary school teachers recognize the importance of the strategy. Forty elementary school teachers participated in the survey. The result of the survey shows that they do not use various strategies when they solve problems. It also shows that the rate of wrong answers the teachers get when solving problems is pretty high because they adopt a wrong strategy. It is prerequisite that teachers recognize the importance of the strategy when solving problems and put into practice various strategies in order to help their students improve their problem-solving abilities.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.203-225
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• 2012

The purpose of this study is to suggest a program for improvement of the mathematical creativity of mathematical gifted children in the elementary gifted class and to examine the effect of developed program. Gifted education program is developed through analyzing relevant literatures and materials. This program is based on the operation bingo game related to the area of number and operation, which accounts for the largest portion in the elementary mathematics. According to this direction, the mathematically gifted educational program has been developed. According to the results which examine the effectiveness of the creative problem solving by the developed program, students' performance ability has been gradually improved by feeding back and monitoring their problem solving process continuously.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.65-80
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• 2010

The aims of our study are to investigate the nature of mathematical reasoning and the teaching of mathematical reasoning in school mathematics. We analysed the process of shaping deduction in ancient Greek based on Netz's study, and discussed on the comparison between his study and Freudenthal's local organization. The result of our analysis shows that mathematical reasoning in elementary school has to be based on children's natural language and their intuitions, and then the mathematical necessity has to be formed. And we discussed on the sequences and implications of teaching of the sum of interior angles of polygon composed the discovery by induction, justification by intuition and logical reasoning, and generalization toward polygons.

• The Mathematical Education
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• v.51 no.2
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• pp.173-189
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• 2012

This study investigated elementary and secondary mathematics teachers' views on: (1) Requirements for good mathematics teaching (2) what professional development programs and supports are needed for these requirements. In particular, this study analyzed the common and difference between school levels and teaching experiences. For it, we developed questionnaire and the questionnaire was anonymously answered by one-hundred-five elementary and secondary mathematics teachers. We suggested implications related to professional development programs for mathematics teachers based on common and difference between school levels and teaching experiences.

• School Mathematics
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• v.15 no.2
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• pp.429-442
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• 2013

The purpose of this study was to examine the curricula for mathematically gifted focused on contents and graded sequences of those. Three cases of the curricula for the mathematically gifted including teachers' lesson plans and activity sheets for students were collected from gifted education institutes attached the Metropolitan Office of Education. By qualitative analysis, three cases are compared. The first, in a view of educational contents on mathematics, characteristics of the educational programs were investigated. The second, how these contents were arranged according to grades was inquired. On the basis of the results, further studies can be proposed as follows. First, there is a need to study the criteria for setting the educational contents and the sequences of education for the mathematically gifted connecting elementary mathematics education curricula. Second, it is necessary to form the networks in which can allow communication among teachers and researchers for the mathematically gifted.