참고문헌
- Kang, W., Baek, S., Jeon, I., Lee, K., Kim, Y., ..., Lee, M. (2023). Mathematics 5-1. Daekyo.
- Ministry of Education (2015). Mathematics curriculum, Ministry of Education Notice No. 2015-74 [Annex 8]. Retrieved.
- Ministry of Education (2020). Elementary school mathematics 5-1. Visang Education
- Kim, M., & Paik, S. (2010). An analysis on cognitive obstacles while doing addition and substraction with fractions. Journal of Elementary Mathematics Education in Korea, 14(2), 241-262.
- Kim, S., Kang, E., Kang, Y., Go, C., Kim, B., ..., Kim, Y. (2023). Mathematics 5-1. I-Scream.
- Kim, Y., & Hong, J. (2017). Difficulty of understanding and using the number line by Elementary school students.
- Kim, J. (2022). An analysis of elementary students' understanding of number line: Focused on concept of fractions and addition and subtraction of fractions. Education of Primary School Mathematics, 25(3), 213-232. https://doi.org/10.7468/JKSMEC.2022.25.3.213
- Lew, H., Yu, H., Lee, C., Cho, Y., Tak, B., ..., Choi, I. (2023). Mathematics 5-1. Kumsung.
- Park, K., Chong, Y., Ko, J., Kwon, S., Nam, J., ..., Prak, J. (2023). Mathematics 5-1. Bookdonga.
- Park, M., Kang, K., Kim, D., Lim, D., Kim, S., ..., Kim E. (2023). Mathematics 5-1. Chunjae.
- Park, S., Ryu, S., Kim, S., Kwon, S., Kim, N., ..., Kang, H. (2023). Mathematics 5-1. YBM.
- Pang, J., & Lee, J. (2009). An analysis of the multiplication and division of fractions in elementary mathematics instructional materials. School Mathematics, 11(4), 723-743.
- Pang, J., Kim, L., & Kim, S. (2022). A comparative analysis of introducing addition and subtraction in the Korean, Singaporean, American, and Japanese elementary textbooks. Communication of Mathematics Education, 36(2), 229-252.
- Seo, D. (2005). The historico-genetic instruction on fractions. The Journal of Educational Research in Mathematics, 15(3), 233-249.
- Son, T., Hwang, S., & Yeo, S. (2020). An analysis of the 2015 revised curriculum addition and subtraction of fractions in elementary mathematics textbooks. School Mathematics, 22(3), 489-508. https://doi.org/10.29275/sm.2020.09.22.3.489
- Shin, H., Kim, T., Cho, B., Kim, L., Jeong, N,. ..., Choi, H. (2023). Mathematics 5-1. Visang.
- Ahn, B., Na, G., Kim, M., Lee, K., Ryu, H., ..., Choi, J. (2023). Mathematics 5-1. Bookdonga
- Yang, H., Kim, M. K., Kim, Y., & Choi, H. (2023). Children's number sense and arithmetic ability in various models of fraction: Focused on the area model and the vertical line model. Journal of Educational Research in Mathematics, 33(1), 173-194.
- Lee, D. (2020). An analysis on the contents of fractional operations in elementary mathematics textbooks of Korea, Japan, Singapore, and U. S. Journal of Learner-Centered Curriculum and Instruction, 20(15), 1035-1062. https://doi.org/10.22251/jlcci.2020.20.15.1035
- Lee, J., & Pang, J. (2016). Reconsideration of teaching addition and subtraction of fractions with different denominators: Focused on quantitative reasoning with unit and recursive partitioning. School Mathematics, 18(3), 625-645.
- Lee, J., Pang, J., Seo, E., & Kim, K. (2017). A comparative analysis of graphical representations related to addition of fractions in elementary mathematics textbooks of Korea and Singapore. Journal of Educational Research in Mathematics, 27(3), 537-555.
- Lim, M. (2020). Analysis of elementary mathematics textbooks contents and 3 rd graders' understanding on unit and whole of fractions. Education of Primary School Mathematics, 23(3), 117-134. https://doi.org/10.7468/JKSMEC.2020.23.3.117
- Chang, H., Seo, D., Kim, M., Kim, S., Kim, J., ..., Kim, C. (2023). Mathematics 5-1. Mirae-n.
- Han, D., Ko, E., Lee, S., Cho, H., Han, S., ..., Shin, H. (2023). Mathematics 5-1. Chunjae.
- Hwang, S, Yeo, S., & Son, T. (2021). An analysis on fraction addition and subtraction problems in mathematics instructional materials of Korea, Singapore, and Finland: Focusing on content and cognitive domains. Journal of Elementary Mathematics Education in Korea, 25(4), 417-443. https://doi.org/10.54340/kseme.2021.25.4.5
- Armstrong, B. E., & Larson, C. N. (1995). Students' use of part-whole and direct comparison strategies for comparing partitioned rectangles. Journal for Research in Mathematics Education, 26(1), 2-19. https://doi.org/10.2307/749225
- Armstrong, B. E., & Bezuk, N. (1995). Multiplication and division of fractions: The search for meaning. In J. T. Sowder, & B. P. Schappelle (Eds.), Providing a foundation for teaching mathematics in the middle grades (pp. 85-119). State University of New York Press.
- Cramer, K., Wyberg, T., & Leavitt, S. (2008). The role of representations in fraction addition and subtraction. Mathematics Teaching in the Middle School, 13(8), 490-496. https://doi.org/10.5951/MTMS.13.8.0490
- Hull, L. (2005). Fraction models that promote understanding for elementary students [Unpublished master's thesis, University of Central Florida].
- Kara, F., & Incikabi, L. (2018). Sixth grade students' skills of using multiple representations in addition and subtraction operations in fractions. International Electronic Journal of Elementary Education, 10(4), 463-474. https://doi.org/10.26822/iejee.2018438137
- Monson, D., Cramer, K., 2& Ahrendt, S. (2020). Using models to build fraction understanding. Mathematics Teacher: Learning and Teaching PK-12, 113(2), 117-123. https://doi.org/10.5951/MTLT.2019.0105
- Morano, S., Riccomini, P. J., & Lee, J. Y. (2019). Accuracy of area model and number line representations of fractions for students with learning disabilities. Learning Disabilities Research & Practice, 34(3), 133-143. https://doi.org/10.1111/ldrp.12197
- National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. NCTM.
- Reys, R., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2015). Helping children learn mathematics (11th ed.). John Wiley & Sons. 박성선, 김민경, 방정숙, 권점례 공역 (2017). 초등교사를 위한 수학과 교수법 개정판. 경문사.
- Tunc-Pekkan, Z. (2015). An analysis of elementary school children's fractional knowledge depicted with circle, rectangle, and number line representations. Educational Studies in Mathematics, 89(3), 419-441. https://doi.org/10.1007/s10649-015-9606-2