• School Mathematics
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• v.18 no.2
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• pp.375-396
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• 2016

This study considered Elementary school textbook and teacher's manual in Korea in terms of theories on counting. First we considered the meaning of counting in elementary school mathematics based on many preceding researches. And we compared textbooks in Korea with foreign textbooks in Singapore, China, USA. As a result, compared with Korea, these foreign textbooks reflect the theories on counting more actively. First of all, they consider counting to be an important basis for the four operations. Teacher's manual in Korea introduces the theories on counting, but the content was limited and thread was not clear. Based on these consideration, We discussed reflection of elementary school textbook in terms of theories on counting.

• Proceedings of the Korean Society for Information Management Conference
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• 2003.08a
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• pp.315-323
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• 2003

도서관에 대한 올바른 이용과 이해는 초등학교에서부터 출발해야 한다. 도서관 이용 교육은 국가 수준의 교육과정에서 인정받는 것이 중요할 뿐만 아니라 정규 교과서에 반영하여 교과 수업 시간에 지도할 수 있도록 하여야 한다. 일본은 문부과학성에서 고시한 ‘학습지도요령’에 의거 국어 교과서에 다각적인 도서관 이용 교육을 실시하고 있다. 본 연구는 일본의 소학교 국어 교과서에 반영된 도서관 이용 교육을 분석하여 앞으로 우리 나라 초등학교 국어 교과서 개발에 참고 자료가 되고자 한다.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.309-325
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• 2009

The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.125-148
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• 2022

This study aimed to compare and analyze the number and characteristics of modeling problems in chapters related to function contents in International Baccalaureate Diploma Program (IBDP) mathematics textbooks and Korean high school mathematics textbooks. This study implies how the textbooks contributed to the improvement of students' modeling competency. In this study, three textbooks from IBDP and all nine textbooks from the Korean 2015 revised curriculum were selected. All the problems in textbooks were classified into real-world problems and non-real-world problems. Problems classified as real-world problems were once again divided into word problems and modeling problems according to the need to set up mathematical models. Modeling problems were further categorized into standard applications and good modeling problems depending on whether all the necessary information was included in the problem-solving process. Among the 12 textbooks, the textbook with the most modeling problems was the IBDP textbook, 'Math: Applications and Interpretation', which accounted for 50.41% of modeling problems to the total number of problems. This textbook provided learners with significantly higher modeling opportunities than other IBDP and Korean textbooks, which had 2% and 9% modeling problem ratios. In all 12 textbooks, all problems classified as modeling problems appeared as standard applications, and there were no proper modeling problems. Among the six sub-competencies of mathematical modeling, 'mathematical analysis' and 'interpretation and evaluation of results' sub-competencies appeared the most with very similar number of modeling problems, followed by the 'mathematization'. It is expected that the results of this study will help compare the number and ratio of modeling problems in each textbook and provide a better understanding of which modeling sub-competencies appear to what extent in the modeling problems.

• School Mathematics
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• v.19 no.2
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• pp.385-403
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• 2017

This paper analyzed the units of capacity and weight in the mathematics textbooks in terms of units, relationship between the units, and the need of standard units. The results of this study showed that there were differences in the representation of the units, the notation of units, the types of units, and the representation of basic amount of units in the mathematics textbooks developed by the 5th, 6th, 7th, 2007 revised, and 2009 revised national mathematics curriculum respectively. The mathematics textbook developed by the 2009 revised mathematics curriculum was found to be generally consistent with the International System of Units (SI). However, the way of defining 1kg through the weight of water was found to be different from the SI. The relationship between the units was consistently described only with a written sentence in the previous mathematics textbooks, but the 2009 revised mathematics textbook presents questions and pictures to foster students' understanding of the relationship. Finally, activities and questions are required for students to recognize the universality and convenience of the standard units through the inconvenience of arbitrary units. Based on these results, this paper provides implications for the development of mathematics textbooks in the units of capacity and weight.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.309-333
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• 2008

In this research, we reconstructed the textbook on the concept of rate and ratio, which is based on the review on the previous researches and the analysis on the elementary textbook of the 7th mathematics curriculum. We conducted the teaching experiment using the reconstructed textbook, which is to identify the students' conception of rate and ratio and the appropriateness and limit of the reconstructed textbook. As the results of this study, we identify that the changed sequence of instruction (that is, ratio ${\rightarrow}$ percent and value of rate ${\rightarrow}$ rate) was very proper to help students understand the concept of rate and ratio. The relative comparison and absolute comparison and the additive thinking and multiplicative thinking included in the reconstructed textbook were identified very helpful to students' understanding. Meanwhile some contexts given in the reconstructed textbook were identified to cause the students' cognitive confusions.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.67-74
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• 2006

This study attempts to analyze fifteen computer textbooks for the first and second grades. The textbooks were analyzed by the following characteristics: goals, contents, and formative evaluation. Evaluation criteria from previous works were selected for advantages and identify the problems. In addition, advice for teachers using these books is proposed. The results of the analyses of current computer textbooks are the following: Firstly, in the area of goals and contents, most textbooks clearly define learning goals for each unit. Secondly, in the area of content, some textbooks have a large volume for first and second grade students, and they do not provide enough integration with other subjects. Finally, they do not provide formative evaluation to achieve for goals.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.412-422
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• 2018

The purpose of this research was to compare structural organization of North Korean English textbooks pre and post North Korean 2013 curriculum revision. 5 revised textbooks were selected and compared with old textbooks. First, revised textbooks are dramatically changed into colored printed edition. Second, there appears phrases related to Kim Jong Un for the very first time in the preface. Third, while old textbooks emphasized only reading and writing skills, new textbooks integrate 4 skills. Fourth, new textbooks follow united organization system according to the kinds of school; 7 sub skills of Reading, Listening, Speaking, Writing, Grammar, Vocabulary, Pronunciation for general high middle textbooks and 5 sub skills of Listening, Speaking, Reading, Writing, English in Use for the first high middle textbooks. Also, new textbooks integrate English and other subject contents such as science, geography or computer. Finally, the changed structure organization of new textbooks seems to be similar with the ones of English books in the reference which is presented for the first time in North Korean textbooks.

• Journal of the Korean association of regional geographers
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• v.9 no.2
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• pp.153-168
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• 2003

Since 1945, geography textbooks of South Korea and North Korea have been developed differently. Taking both geography textbooks of South Korea(printed in 1996 and 1997) and them of North Korea(printed in 1995), this study compares and analyse geography textbooks of South and North Korea systematically, then to show their likeness and difference. Results of this study are as follows: First, Most of contents in South Korean textbooks consist of explations and many tables, graphs and photographs leading to inquiry activities, whereas those in North Korean textbooks consist of mostly sentences that explain topics, diagrams and sketches. Second, Geographical education in South Korea puts strong emphasis on human geography and regional geography, whereas that in North Korea does strong emphasis on physical geography, economic geography and education of cartography. Third, The geographical words of South Korean textbooks contain words written in Chinese character and words of English origin, whereas Those of North Korean textbooks do many pure Korean words.