• Education of Primary School Mathematics
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• v.11 no.2
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• pp.141-159
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• 2008

The purpose of this study id to delve into how elementary mathematics textbook deal with the quadrilaterals from a view of Didactic Transposition Theory. Concerning the instruction period and order, we have concluded the following: First, the instruction period and order of quadrilaterals were systemized when the system of Euclidian geometry was introduced, and have been modified a little bit since then, considering the psychological condition of students. Concerning the definition and presentation methods of quadrangles, we have concluded the following: First, starting from a mere introduction of shape, the definition have gradually formed academic system, as the requirements and systemicity were taken into consideration. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Concerning the contents and methods of instruction, we have concluded the following: First, the subject of learning has changed from textbook and teachers to students. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Third, when instructing the characteristics and inclusive relation, students could build up their knowledge by themselves, by questions and concrete operational activities. Fourth, constructions were aimed at understanding of the definition and characteristics of the figures, rather than at itself.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.157-173
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• 2020

Although there are various form of statistical graphs in the real world, the statistical graphs in elementary mathematics textbooks are very formalized by the pedagogical constraints. In this study, I examine the frames of statistical graphs and their educational importance, and analyze the frames in Korean, Australian, and MiC textbooks. As a result, the frames of statistical graphs in elementary mathematics textbooks (1) draws students' attention to the components of the graphs, (2) plays a supplementary role in students' drawing graphs by hands, and (3) helps to apply school mathematics to statistical problem solving in real life. The frames of statistical graphs in Korean textbooks is the form of tables focusing on (1) and (2), but these of MiC textbooks has various forms focusing on (3). On the other hand, Austalian textbooks introduced the table-form frames of statistical graphs at the lower graders, but gradually changed to the axis-form frames as the grade level increased. Based on this, a recommendation was drawn on how to deal with the frames of statistical graphs in elementary mathematics textbooks.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.274-287
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• 2000

This study was performed the analysis of four kinds of common science textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the contents revised by 6th curriculum of common science textbook was accomplished through various inquiry activities. The number of inquiry activity in four textbooks was similar as about 16. The For the analysis of inquiry process dimension, 'interpreting data and formulating generalizations' category (39.1%) was most emphasized and the categories of 'observation and measuring'(30.8%), and 'building, testing and revising the theoretical model' (16.5 %), 'seeing a problem and seeking ways to solve it' (13.5%) follow in order. As for the analysis of the inquiry context dimension, the proportion of STS related contents in inquiry activities was only 18%. So, we propose that STS related contents would increase the proportion for the following textbook.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.359-366
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• 2014

In this study, we try to examine its features by using the methods of systematic infographics analysis for visualization materials that are used in Physics I textbooks. Thus, after developing the analytical framework infographics, visualization materials is described in the section "information and communication" and have been analyzed separately as "data visualization" and "Infographics." The results of this study are as follows. First, the analysis framework of infographics can be classified contents of the information, visual representation, and media method. Second, the visualization materials that are displayed in the section "information and communication" of Physics I textbook are of higher quality than most schematized data that are graphically, simple information. Third, the features of visualization materials in textbooks have many relations & functions on 'information content', text & metaphor on 'visual element', illustration & comparison on 'expression type', graphic on 'expression mode', printed matter on 'media method', and horizontal & vertical type on 'the flow of attention'. From the analysis results, in the section "information and communication" of Physics I textbook uses a lot of visualization materials, however it does not provide rich infographics but only simple graphical materials. By utilizing the results of the analysis of textbook and analysis framework of infographics, which has been developed through the this study, let us hope that the opportunity to be able to grasp the importance of infographics in science education be provided.

• Journal of the Korean Chemical Society
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• v.60 no.6
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• pp.436-451
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• 2016

This study analyzed activities in chemistry chapters of middle school science textbooks for the 2009 revised curriculum using 8 science practices. All the activities that students could experience inquiry were analyzed in this study. There were the most activities in 'Molecular motion and change of state' and the least activities in 'Heat and our life' of three textbooks. There were the most science practices in 'Features of substance' in two textbooks, but there were the least science practice in 'Heat and our life' of three textbooks. 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing' were frequently included, but 'asking questions and defining issues' was not included at all. For 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing', a variety of achievement goals were targeted while a few goals were frequently targeted. Two to four kinds of science practices were frequently included in an inquiry activity. There were few activity that includes over 5 different kinds of science practice.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.79-96
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• 2018

The purpose of this study was to compare and analyze changes to the middle school mathematics textbooks of third mathematics curriculum period and seventh mathematics curriculum period. This study put the math curricula from the third to the sixth one in third mathematics curriculum period as those math curricula witnessed the maintenance of industrial society paradigm. And then it put the math curricula from the seventh one to current the 2009 revised mathematics curriculum in seventh mathematics curriculum period as the knowledge-based information society paradigm has continued throughout those math curricula. Based on those period categories, We compared and analyzed changes of the middle school math textbooks. For the comparison and analysis of math textbooks between the two periods, this study set the unit organization system, unit goal, task type and content development approach as analysis elements in the unit of 'Nature of Figures' in the second grade math textbooks for middle school. As a result of the research, it was confirmed that the textbooks of the two periods had many changes in the unit organization system, but the unit goal, task type, and content development approach stayed in low level goals and task type that require conceptual and procedural.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.537-554
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• 2018

The era of the Fourth Industrial Revolution calls for creativity - convergence talent. In addition to having mathematical knowledge, they can create new technologies by linking them to other fields. This social trend is also reflected in the 2015 revised curriculum, and plans to further expand the STEAM education emphasized since 2011. Many teachers who had previous experience with STEAM training were satisfied with the STEAM teaching effectiveness. However, the reality is that the lack of expertise in other subjects is causing a burden on the ongoing implementation of convergence education. One way to alleviate these teachers' burden is to find the STEAM elements and then apply. Since the convergence education is required continuously, it is necessary to analyze the textbook according to the 2015 curriculum. In this study, we examined how the elements of the STEAM were apply in 7th grade textbooks. Based on the classification framework proposed by Yakman (2008), a new classification framework was devised and applied to the analysis.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.95-113
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• 2019

In this paper, we analyzed the levels of cognitive demand of the tasks for developing t he mathematical core competencies presented in the "Mathematics" textbook of the first y ear of high school developed according to the 2015 revised mathematics curriculum. "Mathematics" textbook included 4999 mathematics tasks, of which 703 were tasks for developing the mathematical competency. Analysis of 703 mathematical tasks according to the analysis framework of Stein, Smith, Henningsen, and Silver (2000) showed that 61.5% of students required high cognitive levels, 38.5% required low cognitive levels, and the types of tasks were as follows: Low-M 1.0%, Low-P 37.5%, High-P 57.8%, High-D 3.7%. It w as found that most of the tasks for the purpose were tasks that led to understanding mathematical concepts, principles, and processes along procedural processes.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.287-298
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• 2015

Digital textbook is noted as a new education materials to realize a new education paradigm with changes in digitalized society. The purposes of this study is investigation of key factors on digital textbook satisfaction by selecting of the three factors(domestic environment factor, teachers factor, school environment factor), analysis of awareness of effect factors on digital textbook satisfaction, and verification for each effect factors' influence on elementary school. 201 elementary school students, 201 their parents, and 12 teachers in Chung-nam were surveyed and factors which influenced on digital textbook satisfaction were analyzed. According to the results, firstly, there was a statistical significant difference in domestic internet environment, device owned environments, the utilization of the internet for the purpose of education and using time, device type of teachers, lesson time of digital textbook used in class and time ratio. Secondly, multiple regression analysis was conducted to find out the influence on digital textbook, the Awareness of parents about digital textbook, The lesson time using digital textbook by teacher, The utilization of the internet for the purpose of education affected satisfactions significantly in the order. This study has significant implications about which we have provided the effort needed to use digital textbook.