• The Mathematical Education
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• v.56 no.3
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• pp.235-255
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• 2017

This study compared and contrasted the topics related to congruence and symmetry in the elementary mathematics textbooks series of Korea, Japan, Hong Kong, Finland, and Singapore in three aspects: (a) when to teach, (b) what to teach, and (c) how to teach. Firstly, the results of when to teach showed differences across the countries with a variation of teaching the topics among grades from 3 to 6. Secondly, the results of what to teach revealed subtle but significant differences. Regarding congruence, Korea and Japan deal with congruence in a systematic manner, while Finland tends to address the brief definition of congruence, and Hong Kong and Singapore focus on teaching tessellation which implies congruence. Regarding symmetry, Korea and Japan deal only with a symmetric figure for a line and that for a point, while Hong Kong includes a rotational symmetry and Finland extends further to cover the figures positioned in a symmetry both for a line and for a point. Lastly, the results of how to teach demonstrated that Korea tends to focus on the procedure of drawing both triangles to be congruent and symmetric figures. This implies that we need to consider alternative methods such as using various instructional materials and making an explicit connection among mathematical concepts in teaching congruence and symmetry.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.421-440
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• 2010

Our country has excessive amount of learning per hour compared with Japan and Singapore. And as there is no consistence for definition of time between grades, it deteriorates understanding of students. Our country teaches students focusing on time algorism whereas Japan and Singapore teaches their students focusing on flow of time. In composing of mathematics textbook in Korea, Japan and Singapore, textbook of our country contains far more of learning compared with the amount designated in textbooks. Textbooks of Japan contains less teaching elements, but instead it contains much activities to expedite time sense As time is distributed in activities of students, it is more important to construct textbooks with experience of students rather than algorism approaches. In addition, textbooks of Singapore contains various examples and clarified concepts compared with those of our country. Like above, time teaching deployment methods of Japan and Singapore gives us good lessons for teaching time in our country, and it is expected be good reference for future development of our textbooks.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.201-213
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• 2005

The purpose of this study is to find research areas that were less represented by the researchers of mathematics textbooks and to provide feedback for the research and development of mathematics curriculum and textbooks. In order to complete this study, we analyzed comparative studies of mathematics textbooks published in Korean. This study analyzed 107 comparative studies published until recently based on following aspects: countries studied (North Korea, U.S.A., and Japan), Math curriculum studied (6th and 7th mathematics curriculum), and Math contents studied (probability and statistics) and etc. The result of this study suggests that the content area of creative problem solving was particularly less represented by the studies published and require more concern from the mathematics education researchers

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.99-111
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• 2010

This study is on a supplementary textbook, a mathematics activity book which is first introduced in the fifth curriculum. There was three revision of mathematics activity book with the change of curriculum. On this study, the aim of introducing mathematics activity book, the direction of development, the organization system and the relation with curriculum were analyzed systematically on the basis of literature consideration.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.39-56
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• 2011

In 7th grade textbooks, the distributive property is generalized as in algebraic forms, and it seems that the students have not so good grip on this property. To get a good stock of knowledge on that generalized property, full understanding of it in concrete context should take precedence. This study would aim to propose some educational implications for better understanding of that property, through analysing the contents of it comparatively in Korean and Japanese elementary textbooks.

• 대한공업교육학회지
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• v.45 no.2
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• pp.70-85
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• 2020

The purpose of this study is to analyze the critical thinking level of activities in technology textbooks. For this purpose, we sampled 5 Technology-Home Economics textbooks of the 2015 revised curriculum and selected 187 activities in the textbooks. The main results of this study are as follows. First, the total score of the critical thinking level is 67.3, which is not high enough. The result of analyzing in the critical thinking level according to unit indicates that activities in units 'Construction(72.8)', 'Invention & Standard(70.4)', and 'Biotechnology & Appropriate Technology(70.4)' are higher score than those in other units, but activities in units 'Transportation & Energy(67.0)', 'Manufacturing(66.1)', and 'Information & Communication(57.0)'units are inadequate for inducing critical thinking. Second, the result of analyzing in the critical thinking level according to type of activity indicates that there is a difference between activities of 'theoretical type(69.3)' and 'practical type(61.5)'. Moreover activities in 'theoretical type' are inadequate for inducing critical thinking.

• School Mathematics
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• v.11 no.1
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• pp.111-129
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• 2009

This paper is about didactical transposition, which is to transpose academic knowledge into practical knowledge intended to teach. The research questions are addressed as follows. 1. Are the 13 mathematics textbooks of the 10-Na level indisputable regarding with the didactical transposition, in terms that the order of arrangement and the way of explaining the knowledge of trigonometric functions being analyzed and that its logical construction and students' understandings are considered? 2. Can some transpositions for easier use of didactical manipulative, for more practical and for more principle based be proposed? To answer these questions, this research examined previous studies of mathematics education, specifically the organization of the textbook and the trigonometric functions, and also compared orders of arranging and ways of explaining trigonometric functions from the perspective of didactical transposition of 13 versions of the 10-Na level reorganized under the 7th curriculum. The paper investigated what lacks in the present textbook and sought a teaching guideline of trigonometric functions(especially about sector and graph, period, characters of trigonometric function, and sine rule).

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.293-309
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• 2012

The algorithm of natural number multiplication is one of the basic topics of elementary school mathematics. Mastery of algorithm and understanding of the principles are important educational aims. In this paper we analyzed elementary school mathematics textbooks of South Korea, the United States, Singapore, Japan. As a result of analysis, we found out that there are much differences in the teaching of multiplication with three numbers, '${\times}10$', and '${\times}tens$'. We suggested some implication for the teaching of algorithm of natural number multiplication.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.115-134
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• 2021

This study implemented a comparative analysis of the international mathematics curriculum on time learning. It aimed the improvement of challenges students facing when they learn time. As a preliminary step, I reviewed the previous literature on teaching and learning of time, and based on this, I drew five issues that require to be considered for better time learning. The coverage of time contents and the learning periods of respective time contents were compared across the mathematics curriculum of Korea, Japan, Australia, the United States, and Finland. The textbook cases of those countries were analyzed with a special focus on the five issues. The results showed that the Korean curriculum assigned time learning contents compressively during short periods compared to other countries. responded to the issues on teaching and learning of time, several improvement ideas were deduced from textbook cases of other countries. Implications for the curriculum reform were discussed underlying the results.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.183-198
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• 2018

In this paper, I theoretically considered joining and separating activities and revisited the textbooks from 7 countries and Korean mathematics textbooks from 5th revised curriculum to 2015 revised curriculum to find implication for the treatment of 0 in the joining and separating activities. The 'joining' has definition and properties similar to addition, but the 'separating'is difficult to define and is not considered to have properties similar to subtraction. In the sense of computation, joining and separating can be seen as' part-part-to-whole' situations, but are just part of the addition and subtraction situations. The analysis of textbooks from 7 counties showed that Singapore and Malaysia textbooks already studied zero and then included it in joining and separating activities, but other countries did not include it as joining and separating activities. The textbooks of South Korea have consistently suggested not to include zero, but teacher's guide has shown that there is a little consistency in the treatment of zero. As a conclusion, I suggested that it was necessary to propose a proper context of the situation in order to introduce joining and separating without including 0 in terms of student level and to propose that a more consistent presentation of zero handling in the teaching in the teacher's guide.