• Communications of Mathematical Education
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• v.30 no.3
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• pp.393-418
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• 2016

Theory and fundamentals of mathematics consist mostly of proposition form. Activities by research of the proposition which leads to determine the true or false, justify the true propositions and refute with counterexample improve logical reasoning skills of students in emphases on mathematics education. Also, utilizing of counterexamples in school mathematics combines mathematical knowledge through the process of finding a counterexample, help the concept study and increase the critical thinking. These effects have been found through previous research. But many studies say that the learners have difficulty in generating counterexamples for false propositions and materials have not been developed a lot for the counterexample utilizing that can be applied in schools. So, this study analyzed the current textbook and examined the use of counterexamples and developed educational materials for counterexamples that can be applied at schools. That materials consisted of making true & false propositions and students was divided into three groups of academic achievement level. And then this study looked at the change of the students' thinking after counterexample classes. As a study result, in all three groups was showed a positive change in the cognitive domain and affective domain. Especially, in top-level group was mainly showed a positive change in the cognitive domain, in upper-middle group was mainly showed in the cognitive and the affective domain, in the sub-group was mainly found a positive change in the affective domain. Also in this study shows that the class that makes true or false propositions in education of utilizing counterexample, made students understand a given proposition, pay attention to easily overlooked condition, carefully observe symbol sign and change thinking of cognitive domain helping concept learning regardless of academic achievement levels of learners. Also, that class gave positive affect to affective domain that increase interest in the proposition and gain confidence about proposition.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.281-300
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• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.471-488
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• 2019

This paper aims to examine how mathematical history is used in $ textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted. $

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.407-434
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• 2008

This research is to analyze the descriptions in the statistic chapter of the grade 7's current textbooks. The analysis is based on the distribution concepts suggested by Nam(2007). Thus we assumed that the goal of this statistic chapter is to establish concepts on the distributions and to learn ways of communication and comparison through distributional presentations. What we learned and wanted to suggest through the study is the followings. 1) Students are to learn what the distribution is and what are not. 2) Every kinds of presentational form of distributions is to given its own right to learn so that students are more encouraged to learn them and use them more adequately. 3) Density histogram is to be introduced to extend student's experiences viewing an area as 3 relative frequency, which is later to be progressed into a probability density. 4) Comparison of two distributions, especially through frequency polygons, is to be an hot issue among educational stakeholder whether to include or not. It is very important when stochastic correlations be learned, because it is nothing but a comparison between conditional distributions. 5) Statistical literacy is also an important issue for student's daily life. Especially the process ahead of the data collection must be introduced so that students acknowledge the importance of accurate and object-oriented data.

• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.650-660
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• 2017

This study aims to research the indication way and contents description of grammar presented in Korean textbooks. Therefore we examine the common elements of grammar in four Korean textbooks and the transcription, notation methods and meaning descriptions the books use to present grammar items. After analyzing Korean textbooks for the beginner level, we found just 20 similar items among a total of 100-150 grammar items. Advanced researches required to examine the selection and classification of grammatical items in Korean education. The results show that it used as the same name "grammar" expressed in Korean textbooks compared to using different names in the past. We consider that just 20 grammar items are the same because the range of grammar items in every textbook is different including vocabulary, sentences etc. The study found that grammar items are expressed differently in the type of indication way, order of arrangement, and marks. We suggest that it is better to indicate the style of representation used in grammar items because an additional problem such as type of indication way, order of arrangement is removed by doing so. The study also found grammar items are expressed differently in the meaning description and grammar range of explanation of Korean textbooks. This study suggests that morphological information, restriction information and meaning should be described at a basic level. This study allows us to consider the indication way and contents description of grammar are presented in Korean textbooks.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.211-230
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• 2009

The purpose of this study was to investigate the effects of using the play with multiplication activities based on Skemp's theory for mathematics achievements and attitudes toward mathematics of elementary school students. For this study, we rearranged Skemp's play activities according to our curriculum in the area of multiplication and applied them to the 2nd grade classes of an elementary school. The plays with multiplication activities were applied to the experimental group while traditional teaching method was used with the current mathematics textbook for the comparative group. We obtained the following conclusions: First, in terms of mathematics achievement, the experimental group who used the plays with multiplication activities based on Skemp's theory didn't show significant difference with the comparative group. Second, it proved that the plays with multiplication activities based on Skemp's theory was more effective for lower level of students than the higher level of students. Third, the plays with multiplication activities based on Skemp's theory have positive effects on improving students' attitudes toward mathematics. We need to use the plays with multiplication activities based on Skemp's theory in the classrooms and find problems with the applying the activities. In addition, we need to develop a more various activities based on Skemp's theory for a better teaching.

• Child Health Nursing Research
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• v.20 no.4
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• pp.322-331
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• 2014

Purpose: The purpose of this study was to identify health literacy levels of elementary school students. Methods: Participants were 331 fifth and sixth graders in nine elementary schools located in Gyeongsangnam-do. Instruments were 42 health-related words derived from fifth-grade textbook 'Health in Daily Life' for linguistic health literacy, modified Korean Health Literacy Assessment Tool (KHLAT) for numeracy section of functional health literacy, items from a snack box and newspaper article for reading comprehension section of functional health literacy. Data were collected from July 15 to August 15, 2013. Results: The mean score for linguistic health literacy was $24.02{\pm}7.16$ of 42 (57.2% were correct answers). The mean score for functional health literacy was $9.27{\pm}2.30$ of 12 (77.3% were correct answers). There were significant differences in health literacy by grade and academic performance. Conclusion: This study results show that both linguistic and functional health literacy among elementary school students were not high enough to use health-related information and make appropriate health-related decisions. Therefore, it is important to develop strategies aimed at increasing health literacy levels, especially focused on underperforming students. It is also necessary that studies be done on the factors affecting the health literacy of elementary-school students.

• Journal of the Korean earth science society
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• v.24 no.5
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• pp.393-401
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• 2003

The purpose of this study is to research the effect of using analogies in high school earth science classes. According to the usage of TWA model, three types of teaching strategies were developed: text developer-generated, teacher-generated, and student-generated analogies. The model described in this paper began with a task analysis of highschool science textbooks for grade 10 to identify how the textbook authors used analogies to explain plate tectonics concepts. In this study, 210 students were sampled from first graders of high school. After 7 classes, the consciousness of students was investigated with questionnaires. The results are as follows: 1. Many plate-tectonics analogies are used in high school science textbooks (total 25). Teachers and authors construct effective analogies to help students build on their relevant knowledge by applying it to new knowledge acquired from textbooks. 2. Analysis of the data indicate that instruction using student-generated analogies was more effective than others. But in the class in conveying complicated concepts (ex. transform fault), teacher-generated instruction was effective. Teachers need to be aware of the weakness of using analogies in order to select the most appropriate analogies. 3. Making analogies in general, as well as using analogies have systematic steps. Analogies should be used after considering student's preconception, teacher's consciousness and text author's intention to use analogies as powerful instructional tools.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.144-154
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• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.11-22
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• 2012

This study aimed to analyze applying TAM model the process that flow factors such as 'harmony of challenge and technology' exert effects on learners' attitudes of keeping learning in STEAM class employing robots. For the study, the 'Energy and Tools' chapter of the science textbook for the 6th grade's second semester was re-arranged, and applied for 189 students, and among them, only the 174 usable data were used for the analysis. As a result of analysis, students' learning immersion factor(factor of harmony of challenge and technology) had deeper effects on the factor of ease of learning than usefulness of learning and this in turn, had an effect on their intention to keep learning ultimately through the factor of value of learning as the study found. As a result of research, it was found that for indications identified, in order to use robots in STEAM class, for the students' intention to keep learning, it's essential for learners to have proper and active attitudes towards learning and basic knowledge of robots, and aspects of values should be considered that based on this, robot can assist in learning and affect results of learning in STEAM class. On the other hand, the factors of ease of learning and the combination of the challenge and technology do not gives direct (+) effect on the intention to continue learning and the value for learning, respectively. However, each of the two factor has indirect influence on each of the dependent variable within the significant range, which is the reason the author includes the result of the analysis.