• Journal of the Korea Institute of Building Construction
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• v.14 no.5
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• pp.433-442
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• 2014

The most design criteria and specifications in Korea utilized to ensure appropriate quality are based on process and prescriptive criteria determining materials, measure and methods. It has many problems including a loss of competitiveness resulting from inhibited creativity of the contractors. The performance-based specifications focused on final product are being proposed, but have difficulty in adapting to the architectural field. In this study the hybrid specification prototype for curtain wall construction was suggested. The specification framework was presented through analysis of linkage between the performance and prescriptive specification cases. Based on the survey with practitioners, the performance inspection process and the sample specification were developed by identifying the essential performance test timings. The applicability of the specification prototype was evaluated by interviews with experts. It was found that the prototype was active and a progressive supporting tool which could support to secure phased performance during construction as well as final performance.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.539-555
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• 2014

In this study, an implication has been drawn for the textbook development and teaching and learning process as a congruence of a figure is compared and analyzed between Korean elementary mathematics textbooks and American elementary math textbooks. Based on the result of comparison and analysis in congruence contents between Korean and EM textbooks, some applications for the development of figure and congruence chapters in Korean textbooks are as below. First of all, in term of congruence, activities related to congruence need to be introduced after the concept of congruence is defined either with illustrations of fundamental figures such as a segment and angle or with examples of polygon. Second, it is required to assist students to realize that compasses can be used to copy length. In Korean textbooks, compasses are being introduced as a tool to draw circles, which causes children to have difficulty in drawing triangles. Last, for the implication of congruence, tessellation suggested in American Everyday Mathematics textbooks is worth being applied to the development of Korean textbooks.

• School Mathematics
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• v.12 no.1
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• pp.45-60
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• 2010

In school mathematics, gakdo(korean, ie angular measure in english) lost effectiveness as a term, on the other hand, an expression gak-ui-kugi(korean, ie size of angle in english) is prevalent these days. So it is necessary to accept this expression. It is necessary to specify in textbook that the size of angle rely on the degree of gap between two edges regardless of the length of edges. The content of curriculum manual and the content of textbooks must be reconciled. Random units for measuring the size of angle are not contained in textbooks. It can be possible, but it is not carried out actually. So, it is necessary not to require it in curriculum manual considering this circumstance. In curriculum manual, it is necessary to specify the role of 1-right angle as a standard unit, and situations to use it must be presented in textbooks. In cut-paste method of finding the sum of the size of three angles in a triangle and the sum of the size of four angles in a quadrilateral, keeping a straight angle and one rotation in mind, an explanation is based upon a premise that students know how to express the $180{^{\circ}}$ and $360{^{\circ}}$ in figure as a result. It is a leap of logic.

• The Mathematical Education
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• v.62 no.2
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• pp.237-255
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• 2023

The objective of this study is to explore the meaning generated through discourse in three different types of 1st-grade middle school textbooks in Korea and CMP textbook in the United States, specifically focusing on histograms. Through a discursive perspective, the study aims to analyze the characteristics of questioning within the stages of statistical problem-solving found in histogram tasks. The findings highlight several significant points. Firstly, variations exist in the definitions of histograms between Korean and US CMP textbooks. Secondly, diverse discursive structures contribute to the interpretation and understanding of histograms in textbooks. Thirdly, limitations are observed in the stages of statistical problem-solving reflected in histogram tasks. Lastly, distinctions are identified in the types of questioning employed in histogram tasks between Korean and US CMP textbooks. Building on these insights, the study suggests concrete ideas for enhancing the process of defining histograms and refining the questioning in histogram tasks.

• Journal of Digital Convergence
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• v.12 no.9
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• pp.291-296
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• 2014

Most notices on local tax are perceived to be confusing, often leading to a negative feeling towards user due to the complex content and excessive information included in the tax forms. Several local governments have redesigned their notice forms in order to resolve these issues. Therefore I conducted an in-depth analysis of user experiences in regards to the issues posed by the design of the tax notice form so as to offer a basic set of data that can be used to improve the user experience and increase their understanding of the tax form.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.1-9
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• 2014

In this paper, we study inquiry tendency in informatics textbooks for middle school students. These textbooks were written in accordance with 2009 revised national curriculum, and were adopted in schools starting from 2013. Romey analysis was implemented to analyze inquiry tendency in six textbooks using four different criteria-text, data, activity, evaluation. The results showed that some textbooks displayed a low level of inquiry tendency, lacking participation from students and employing an authoritative tone. Among four factors, the 'activity' displayed the highest degree of inquiry tendency while the 'text' retained the lowest level of inquiry tendency. The Romey measures in some sections were zero, thereby indicating room for improvement.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.299-308
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• 2005

This study attempts to analyze fifteen computer textbooks for the first and second grades in Korea. The textbooks were analyzed by content selection and organization. Evaluation criteria from previous works were selected for this computer textbook study. By analyses of current computer textbooks, some textbooks have a large volume for first and second grade students, and they do not provide enough integration with other subjects. Also, the textbooks provide various activities, practices, and teaching methods, but they do not provide examples of cooperative learning. They do not provide opportunities for individual learning, advanced learning, or remedial learning.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.33-52
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• 1997

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.17-34
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• 2016

The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.165-180
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• 2011

Mathematical symbols concisely represent mathematical contents related to terms by describing their mathematical meanings implicitly. All symbols in elementary school mathematics textbooks are stated as to be read so that elementary school students could understand their mathematical meanings. The same is somewhat true as in middle school mathematics textbooks, however it is often the case that some symbols are difficult to be read and understood because their statements are unclear or different. In this study, we analyze problems and suggest implications on teaching and learning mathematics based on the statements and understanding of reading symbols in middle school mathematics textbooks.