• Title/Summary/Keyword: elementary mathematics textbook

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A Comparative Study on the Internal System of Elementary Mathematics Textbook Composition in Korea and Japan (한국과 일본의 초등수학 교과서 구성의 내적 체제 비교)

  • Kim, Pan Soo;Lee, Young Ju
    • East Asian mathematical journal
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    • v.38 no.4
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    • pp.439-461
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    • 2022
  • Since 2022, textbooks in elementary school mathematics have been converted from national textbook system to authorization system, but it is pointed out that the composition of these new textbooks is almost the same as the existing national textbooks and the advantages of the authorization system cannot be utilized. Therefore a need has been raised to find out the composition of foreign textbooks. In order to compare the internal system of elementary mathematics textbook composition in Korea and Japan, Wakuwaku Sansu, one of Japan's elementary mathematical textbooks was analyzed and compared with Korean textbooks. As a result of the analysis, it was found that Japanese textbooks have more flexibility in the composition of the unit, the number of hours of the unit, the introduction of special lessons, and emphasis. This analysis will promote the diversity and creativity of the composition of elementary mathematics textbooks in Korea, providing implications for more efficient textbook compilation.

Examining Mathematics Teachers' Perception Toward Multicultural Education: Teachers' Noticing of Multicultural Contents in Mathematics Textbooks

  • Hwan, Sunghwan;Cho, Eunhye;Albert, Lillie R.
    • Research in Mathematical Education
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    • v.23 no.2
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    • pp.93-111
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    • 2020
  • The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

An Analysis of Contents on Statistics in Elementary Mathematics Textbooks According to 2009 Mathematics Curriculum for Elementary School (2009 개정 교육과정에 따른 초등 수학 교과서의 통계 영역 내용 분석 연구)

  • Park, Younghee
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.17-34
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    • 2016
  • The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

Elementary textbook adoption process and teacher decisions (초등학교 수학 교과용 도서 선정과 관련한 교사들의 의사결정 탐색)

  • Han, Chaereen;Lim, Woong
    • The Mathematical Education
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    • v.61 no.2
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    • pp.221-237
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    • 2022
  • This study investigated teachers' decision-making and related factors in the elementary textbook adoption process. Our participants include 296 elementary teachers who took part in the mathematics textbook (grades 3 and 4) adoption committees in his/her schools. Our study used the decision-making model of Shavelson and Stern (1981) for analyzing teacher beliefs and attitudes concerning choices and priorities, judgments, evaluation methods, and key factors to reviewing and selecting a mathematics textbook. Our discussion includes teacher beliefs and intentions and the way they come into conflict with determinant factors that influence the decision-making of textbook adoption. Findings also reveal the unique nature of elementary school teaching as generalists in contrast with secondary teachers as specialists, playing a significant role in the adoption process. Lastly, the study discusses the entanglements of textbook reform and explains the discrepancy between textbook authorization/approval policies versus the plight of little change (and innovation) in mathematics textbooks.

The Meaning and Applications of Storytelling in Elementary Mathematics Education-Focused on Elementary Mathematics Textbooks (초등수학교육에서 스토리텔링의 의미와 적용 방안 -초등수학교과서를 중심으로-)

  • Park, Mangoo
    • 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.

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Problems and Improvements of Teaching the concept of Pyramid in Elementary Mathematics Textbook (초등학교 수학교과서 '각뿔' 지도 방식에 대한 분석과 개선 방안)

  • Lee, Dong Hwan
    • School Mathematics
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    • v.15 no.1
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    • pp.1-14
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    • 2013
  • The purpose of this study is to examine the way of teaching the concept of pyramid in the elementary mathematics textbook and try to improve the problem. Although textbook present the general definition of pyramid as including regular pyramid, right pyramid, oblique pyramid, the textbook intentionally deal with right pyramid or regular pyramid. This intention reflect the intuition or familiarity of students. But, according to the analysis, this intention do not realized. The example of pyramid presented in the textbook do not coincide with mathematical definition and intuition of students. If we intend to deal with right pyramid in the textbook, we should treat of regular pyramid and right pyramid whose base is a rectangular in the textbook.

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A Study on Mathematics Textbook 'Saembon' (교수요목기 초등수학교과서 『셈본』에 관한 연구)

  • Cho, Youngmi
    • Journal of Elementary Mathematics Education in Korea
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    • v.21 no.3
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    • pp.485-503
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    • 2017
  • 'Saembon' was elementary mathematics textbook in the Period of Syllabus in Korea. First I classified Saembons in five groups. And then I regrouped them into two kinds. One kinds were published under U.S. Army Military Government, and other kinds were made under Republic of Koera. Two kinds of Saembon were very different in several aspects. I showed how they were different through real examples. Finally I tried to explain that Saembons under Republic of Koera were better than Saembons under U.S. Army Military Government.

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The Effectiveness of Cognitive Scaffolding in an Elementary Mathematics Digital Textbook

  • CHOI, Jeong-Im
    • Educational Technology International
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    • v.14 no.1
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    • pp.75-108
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    • 2013
  • The purpose of this study is to find a way to improve digital textbooks for self-regulated learning by applying cognitive scaffolding designs to an elementary math digital textbook and examining the effectiveness of the system. Hence this study was conducted in two steps. First, a framework for scaffolding design was devised by examining the problems and difficulties students encounter when using a mathematics digital textbook. Second, after the digital textbook was revised by applying the scaffolding design frameworks, the effectiveness of the scaffolding framework was examined by comparing students' achievement levels in an experimental group and that of students in a control group. Seventy fifth-graders participated in this study. Students were divided into two groups: an experimental group and a control group. The students in the experimental group studied with the revised version of the digital textbook and the students in the control group studied with the original version of the digital textbook. The students received a pretest before the experiment. After the experiment, they took an achievement test and completed a usability questionnaire. The data were analyzed by ANCOVA with the SPSS Windows version. The results revealed that the students who used the revised program (to which design strategies for scaffolding were applied) showed higher levels of achievement than those who used the original version. In addition, students in the experimental group generally showed higher scores on the usability survey, which consisted of four sub-categories such as 'effectiveness', 'efficiency', 'satisfaction', and 'learnability'. There was a statistically significant effect on 'efficiency'. These results implied that scaffolding strategies were effective for mathematics learning through the use of an elementary digital textbook.

A study on the analysis of elementary mathematics textbook's illustrations - Focusing on the second grade - (초등수학 교과서 삽화 분석 연구 -2학년 교과서를 중심으로-)

  • Kang, Shin-Po;Kim, Sung-Joon;Lim, Eun-Hee
    • Journal of the Korean School Mathematics Society
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    • v.8 no.2
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    • pp.183-201
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    • 2005
  • Illustrations and letters are two components of school textbooks. In the case of low grades of elementary school, textbook's illustrations play an important role in learning because many parts of curriculums(lessons) are represented by the visual forms through illustrations. So elementary mathematics textbook's illustrations have to make clear mathematical concepts and principles by visual simplification and bring out of the interest and motivation of elementary school students' learning. In this paper, we analysed the external and content aspects of textbook's illustrations, focusing on the textbook of the second grade. We investigated number, kindness, size, ratio, and clearness of illustrations in regard to external aspects. On the aspects of content, we analysed the role of illustrations and the degree of agreement with contents. Also we classified types of error in the textbook's illustrations and presented examples of errors which was found.

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An Analysis of 2009 Revised Elementary Mathematics 6th Grade Textbooks and Teacher's Manuals Based on STEAM-related Subject Contents (2009 개정 초등 수학 6학년 교과서 및 교사용 지도서의 STEAM 관련 교과 내용 분석)

  • Kim, Hae Gyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.163-192
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    • 2016
  • In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.