• 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.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.41-52
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• 2012

The korean mathematics textbooks according to the 2007 revised mathematics curriculum and the MiC textbooks are similar in that they introduce mathematical materials in real life situations and are composed in such a way that require students to form their own mathematical concepts. However the MiC textbooks are focus more on situation-centered problems and context-centered problems where a set of procedures need to be followed in order to arrive at an answer. So, this paper is aim at comparing the units of statistics in the korean mathematics textbooks and the MiC textbooks in order to find the implications for writing textbook. By comparing the specific content and the used methods, I found Korean textbooks focused on understanding concepts and spending less time surveying and collecting data. On the other hand, MiC textbooks used activities that real mathematicians would be involved with, such as surveying and analyzing data to compose mathematical concepts.

• 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.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.249-266
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• 2013

The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

• Journal of the Korean Society for information Management
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• v.31 no.4
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• pp.69-102
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• 2014

In this study, we propose an approach of building a portal site that can offer integrated services for textbook through special libraries For this purpose, we analyzed previous related studies and investigated textbook portal construction sites domestically and abroad. Based on this research, we developed survey questions and conducted a survey targeting users of textbook libraries. As a result, the following projects are required for creating a textbook library: a comprehensive list of textbooks and other content construction, digitization projects of library holdings, collection and delivery of various textbook-related reference books, building a textbook database by topic, collecting and providing textbook-related research publications, a cooperation network with textbook-related organizations, and active promotion of portal sites.

• Journal of Korean Society of Archives and Records Management
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• v.13 no.3
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• pp.255-282
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• 2013

The Treaty of Friendship, Commerce and Navigation between the Joseon Dynasty and Japan began signing procedures from February 1876. Thus, Busan port became an open port to foreign vessels. This has resulted in Busan port becoming the greatest port in Korea. Because of this, the Superintendent Office (Gamriseo, 監理署) was established at 1883 but was later abolished in 1906. In this thesis, the author explored the opening procedure of Busan Port as an open port, the structure of the positions in the Superintendent Office, and the establishment and abolition, types, and contents of records of Gamriseo that were created or received. Records of the Superintendent Office were classified into diplomatic records, judge records, police records, customs records, administrative records, and the daily records of the institution. Most of the original documents of the Superintendent Office were preserved at the Kyujanggak Institute for Korean Studies while some were published by the National Institute of Korean History and Asiatic Research Institute of Korea University.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.21-28
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• 2019

In this research, Problem Solving and Programming - the chapter common among four different types of middle school informatics textbooks based on the national curriculum revised in 2015 - was analyzed to measure its effects on cultivating students' curiosities. Romey's analysis was applied to these textbooks on four analytic elements - texts, data, activities, and evaluation. The results showed that each type of textbook showed a differing degree of encouraging students' inquisitive tendencies on each analytic element; two out of four textbooks were well developed for texts, three for data, three for activities, and all four for evaluation. In terms of Romey's index points, two textbooks had low indexes of texts, such as 0.185 and 0.413. Data indices were extremely low in one textbook at 0.147. Three of four textbooks exhibited high indices of activities at 0.969, 0.608 and 0.627. Evaluation indices were high in all four textbooks at 1.333, 1.268, 1.274, and 0.764. These revised textbooks overall showed higher metrics than the previously designed textbooks with regards to promoting students' inquisitive nature.