• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.413-430
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• 2013

The purpose of this study was to analyze mathematical storytelling in Korean elementary mathematics textbooks and propose some applications for better storytelling, Storytelling strategies were introduced for enhancing students' understanding on mathematical concepts and improving students' attitudes toward mathematics. For this study, the researcher analyzed the 2nd grade mathematics textbook that employs storytelling strategies. The results are as follows. First, current storytelling textbook chapter is designed to appreciate students' intellectual autonomy. Second, current storytelling textbook chapter includes the storytelling that helps understand mathematical concepts and exercise mathematical skills. Third, current storytelling textbook chapter is designed for enhancing students' interest and helping students' character education. The researcher suggested the followings. First, a long term field-based research should be continued for more improved mathematical storytelling materials. Second, a digital format storytelling also needs to be developed as an alternative strategy of mathematical storytelling, which reinforces interactions between teller and listeners.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.105-124
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• 2010

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.211-218
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• 2010

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.89-103
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• 2010

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.431-444
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• 2018

The purpose of this study was to develop and validate a mathematics anxiety scale for elementary students in South Korea. Based on the literature review, I developed two types of survey items measuring elementary students' mathematics anxiety. Teachers or students may use survey measurements selectively according to the students' participants in mathematics private institutions. In order to assess the reliability and validity of survey items, I conducted surveys with elementary students. The sample consisted of 300 elementary students in public elementary schools in Seoul. A total of 28 items were developed and examined for the internal consistence. The results showed that the proposed scale was appropriate to represent the mathematics anxiety of elementary students. The survey items of this study could be applied for assessing elementary students' mathematics anxiety regardless of their gender and age factors.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.17-32
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• 1997

Open education is carried out and studied in both phases of theory and practice in Korean elementary schools in these days. 1 introduced three open teaching and learning methods which we can use practically in elementary school mathematics education. They are the teaching and learning by open-end-approach, From problems to problems and Problem posing. First, I illustrate each meaning of three teaching and learning methods. Next, I presented the concrete plans of each teaching and learning method, and exhibited some examples of students' own works.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.111-119
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• 2001

Over the years, the benefits of instructional manipulatives in mathematics education have been verified by classroom practice and educational research. The purpose of this paper is to introduce how the instructional material, specifically, geoboard could be used and integrated in elementary mathematics classroom in order to develop student's mathematical concepts and process in terms of the following areas: (1) Number '||'&'||' Operation : counting, fraction '||'&'||' additio $n_traction/multiplication (2) Geometry : geometric concepts (3) Geometry : symmetry '||'&'||' motion (4) Measurement : area '||'&'||' perimeter (5) Probability '||'&'||' Statistics : table '||'&'||' graph (6) Pattern : finding patterns Further, future study will continue to foster how manipulatives will enhance children's mathematics knowledge and influence on their mathematics performance.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.55-69
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• 2016

The purpose of this study is to investigate statistical units of elementary school mathematics textbooks upon on the statistical problem solving process to provide useful information for qualitative improvement of developing curriculum and teaching materials. This study analyzed the statistical units from the textbooks of 1st to 6th year along the 2009 revised national curriculum. The analysis frame is based on the 4 phases of the statistical problem solving process: formulate questions, plan and collect data, present and analyze data and interpret data.

• The Mathematical Education
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• v.53 no.1
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• pp.131-146
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• 2014

This study examines whether there is discrepancy between elementary and middle school mathematics teachers' beliefs and practices in constructed-response assessment and how their beliefs and practices are interrelated. Analyzing the responses of 212 elementary teachers and 189 middle school mathematics teachers to the questionnaire, we found that there is lack of consistency among elementary and middle school teachers' beliefs, practices, and expected benefits regarding constructed-response assessment. In addition, there was a weak correlation between each group of teachers' beliefs and expected benefits about constructed-response assessment. The results from this study imply that such inconsistency in elementary and middle school teachers' beliefs and practices regarding assessments may determine the effects of constructed-response assessment.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.35-53
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• 2016

The purpose of this study is for investing and analysing preservice elementary mathematics teachers' efficacy on teaching mathematics. It was measured by Kang & Kim(2014)'s instrument; MTEI (Mathematics Teaching Efficacy Instrument). The survey was conducted on a sample of 164 participants who are the 2 or 4 grade in 3 universities of education. The findings of this study are that mathematics teaching efficacy of preservice elementary mathematics teachers in South Korea is 61 percent based on 100 percent. There was no significant difference between women teachers and men teachers, department of natural science and art & humanity when highschool, 2 grade and 4 grade. But, there was the significant difference between big city and province. The social-cultural factor point was much lower than any other factors' point.