• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.443-458
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• 2011

There has been a lively discussion on improving Korean students' academic achievement and the imbalance in their recognition of the value of mathematics. In this context, there is a need for a program that enables the majority students who regards mathematics as a subject for the entrance examination to recognize the practicality and historicity of mathematics. Educational books on mathematics in everyday life or the history of mathematics are also expected to serve as an effective tool. In addition, Web 2.0 Map is another means of representing mathematics in everyday life and the history of mathematics in connection with the practical context. The active storytelling process in which mathematics in the practical context in mathematical educational books is represented in Web 2.0 Map is expected to help to understand in depth the practicality and historicity of mathematics. Nevertheless, mathematical educational books and Web 2.0 Map may lead to a considerable variety of outcomes and speeds if carrying out tasks depending on the student's competence and may have practical difficulties in being operated in class. These concerns, however, can be resolved through the creative activity programs adopted in conformance with the 2009 revised curriculum. Therefore, this study intends to develop a program for creating mathematical story maps through mathematical educational books and the Mashup of Web 2.0 Map in accordance with the process of developing activity programs. This study also intends to determine its effectiveness in enabling students to recognize the practical and historical values of mathematics.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.499-512
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• 2014

Architecture is usually seen as a product of art and technology. However, most historical buildings also exemplify various sophisticated principles of mathematics. Outstanding examples of architecture around the world such as Seokguram, Daewoongjun of Bulguksa, Muryangsujeon of Buseoksa, and the Parthenon provide students with a great opportunity to study their underlying mathematical properties and principles. The activity of identifying and investigating such mathematical principles in historical buildings enables students to realize that mathematics is a practical subject, and thus provides justification for the study and importance of mathematics. For the purpose of this study historical architecture was reviewed with this in mind in order to develop STEAM education materials focused on elementary school mathematics. The result of this study is as follows: first of all, appropriate examples of historical architecture were selected on the basis of the 2009 revised curriculum's content and teaching goals. These involved chapters on 'proportion', 'symmetry', 'movement of figures', 'building blocks', and 'triangles'. Secondly, a meta-analysis was performed on the historical buildings that clearly illustrate mathematical principles. Thirdly, STEAM education materials focused on elementary mathematics using architectural examples were developed which made actual application in classrooms possible. And lastly, surveys of professional groups were conducted to verify whether the produced materials were suitable teaching resources.

• School Mathematics
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• v.17 no.3
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• pp.493-513
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• 2015

This study is based on the perspective that tasks in local and global contexts are important to raise students' ability to mathematically analyze and solve diverse phenomena and social issues as members of future civil society. Therefore, this study analyzes 880 real world tasks from 13 types of 7th grade textbook based on 2009 revised Curriculum. As a result of analyzing tasks by using 3 types of context category and 9 types of ways as analysis framework and allowing repetitive coding, personal context was most frequent in the context of Younbokhap. In level of Integrated ways of Yungbokhap, sequential model in which other subjects' topics were not directly related to mathematics problem or presented in simple description is most frequent. The result shows that the textbooks are too limited to develop learner's competencies. Through such analysis result, we discuss about the necessity and methods of developing tasks which allow learners to study further in future society and global context and which connect other subjects' knowledge and social issue with mathematics in deeper level.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.635-652
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• 2023

This study conducts a comprehensive analysis of the curricular progression of the concepts and learning sequences of 'lines', specifically, 'line segments', 'straight lines', and 'rays', at the elementary school level. By examining mathematics curricula and textbooks, spanning from 2nd to 7th and 2007, 2009, 2015, and up to 2022 revised version, the study investigates the timing and methods of introducing these essential geometric concepts. It also explores the sequential delivery of instruction and the key focal points of pedagogy. Through the analysis of shifts in the timing and definitions, it becomes evident that these concepts of lines have predominantly been integrated as integral components of two-dimensional plane figures. This includes their role in defining the sides of polygons and the angles formed by lines. This perspective underscores the importance of providing ample opportunities for students to explore these basic geometric entities. Furthermore, the definitions of line segments, straight lines, and rays, their interrelations with points, and the relationships established between different types of lines significantly influence the development of these core concepts. Lastly, the study emphasizes the significance of introducing fundamental mathematical concepts, such as the notion of straight lines as the shortest distance in line segments and the concept of lines extending infinitely (infiniteness) in straight lines and rays. These ideas serve as foundational elements of mathematical thinking, emphasizing the necessity for students to grasp concretely these concepts through visualization and experiences in their daily surroundings. This progression aligns with a shift towards the comprehension of Euclidean geometry. This research suggests a comprehensive reassessment of how line concepts are introduced and taught, with a particular focus on connecting real-life exploratory experiences to the foundational principles of geometry, thereby enhancing the quality of mathematics education.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.181-193
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• 2016

We examined the inquiry activities in the material domain of the elementary science textbooks and experimental workbooks based on 2009 revised curriculum. The analysis framework was SEP (Science and Engineering Practices) - 'Asking questions and defining problems', 'developing and using models', 'planning and carrying out investigations', 'analyzing and interpreting data', 'using mathematics and computational thinking', 'constructing explanations and designing solutions', 'engaging in argument from evidence', and 'obtaining, evaluating, and communicating information'. Sub-SEP of each grade band were also used. The results showed that the $3^{rd}{\sim}5^{th}$ grade science textbooks and workbooks mainly emphasized 'make observations and/or measurements', 'represent data in tables and/or various graphical displays', or 'use evidence to construct or support an explanation or design a solution to a problem' among around 40 sub-SEP. In the case of the inquiry activities for $6^{th}$ grade, majority of sub-SEP included were also only 'collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions', 'analyze and interpret data to provide evidence for phenomena' or 'construct a scientific explanation based on valid and reliable evidence obtained from sources'. The type of 'asking questions and defining problems', 'using mathematics and computational thinking' or 'obtaining, evaluating, and communicating information' were little found out of 8 SEP. Educational implications were discussed.

• School Mathematics
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• v.17 no.1
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• pp.99-118
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• 2015

The purpose of this study is to investigate teachers' perception of core competencies and affective aspects in mathematics. For this purpose, a nationwide survey was conducted. The survey questionnaire consists of three core competencies including problem solving, reasoning and communication, and two affective aspects including good human nature and attitudes. The survey results were further analyzed based on school level, teaching experience, location of schools, and types of high schools. As a result, four findings were identified. First, elementary school teachers tend to put more emphasis on core competencies and affective aspects than secondary school teachers do. Second, in elementary school level, longer teaching experience is correlated with more positive perception of core competencies and affective aspects. However, there was an opposite tendency in secondary school level. Third, teachers working at schools in metropolitan cities tend to emphasize core competencies and affective aspects more than those at schools located in mid-sized cities and rural areas. Fourth, the school types in high school didn't seem to affect the teachers' perception on core competencies and affective aspects.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.501-525
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• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.