• School Mathematics
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• v.5 no.1
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• pp.59-76
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• 2003

Algebraic signs are important on learning and problem solving of algebra. This study investigated the contents of letters and expressions in textbooks by syntactics, semantics and pragmatics, and considered the introduction and extension processes of algebraic signs didactically. We also categorized the signs, and looked into textbook problems in view of semiotic. The result is that textbook is constructed in syntactics and semantics. Finally, the assessment of 7th grade students' competence in syntactics, semantics, syntactics+- semantics, pragmatics, and problem solving shows that students' ability in syntactics and pragmatics Is a predictive variable for algebraic problem solving.

• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• The Mathematical Education
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• v.62 no.2
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• pp.269-287
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• 2023

Matrix theory is widely used not only in mathematics, natural sciences, and engineering, but also in social sciences and artificial intelligence. In the 2009 revised mathematics curriculum, matrices were removed from high school math education to reduce the burden on students, but in anticipation of the age of artificial intelligence, they will be reintegrated into the 2022 revised education curriculum. Therefore, there is a need to analyze the matrix content covered in other countries to suggest a meaningful direction for matrix education and to derive implications for textbook composition. In this study, we analyzed the German mathematics curriculum and standard education curriculum, as well as the matrix units in the German Hesse state mathematics curriculum and textbook, and identified the characteristics of their content elements and development methods. As a result of our analysis, it was found that the German textbooks cover matrices in three categories: matrices for solving linear equations, matrices for explaining linear transformations, and matrices for explaining transition processes. It was also found that the emphasis was on mathematical reasoning and modeling when learning matrices. Based on these findings, we suggest that if matrices are to be reintegrated into school mathematics, the curriculum should focus on deep conceptual understanding, mathematical reasoning, and mathematical modeling in textbook composition.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.493-506
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• 2014

This study is to seek access to a way of learning of the discipline of mathematics education, one of several knowledge is required to pre-service mathematics teachers. First, by selecting the key topics and researchers in mathematics education learning materials were produced by the relevant classification information by keyword. This applies to pre-service teachers in the curriculum, and looked to clarify the theoretically connectivity among the researchers and concepts and principles of the discipline of mathematics education. And as a result, investigate whether there is any effect to the pre-service teacher education.

• School Mathematics
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• v.13 no.3
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• pp.423-446
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• 2011

In school mathematics, concepts of definite integral and integration by substitution have mathematical connection with introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. However, we have difficulty in finding mathematical connection between integration and continuous probability distribution in the curriculum manual, 13 kinds of 'Basic Calculus and Statistics' and 10 kinds of 'Integration and Statistics' authorized textbooks, and activity books applied to the revised curriculum. Therefore, the purpose of this study is to provide a teaching method connected with mathematical concepts of integral in regard to three concepts in continuous probability distribution chapter-introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. To find mathematical connection between these three concepts and integral, we analyze a survey of student, the revised curriculum manual, authorized textbooks, and activity books as well as 13 domestic and 22 international statistics (or probability) books. Developed teaching method was applied to actual classes after discussion with a professional group. Through these steps, we propose the result by making suggestions to revise curriculum or change the contents of textbook.

• School Mathematics
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• v.15 no.2
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• pp.405-427
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• 2013

In this study, we have accomplished content area reading activities for pre-service teachers since 2003. These activities were guided each year to students of the college of education. We proceeded our content area reading activities by four courses. Four courses consisted of reading the book, discussion of reading, announcement of the results, reminding announcement. After content area reading activities, the pre-service teachers have learned naturally the knowledge and ideas that will help in teaching mathematics. And they have shared and expand their knowledge and ideas with colleagues. Moreover the pre-service teachers came to realize that content area reading is very important in pre-service mathematics teacher education. In the study, it was suggested that there is a need to provide opportunities to experience the content area reading for pre-service teachers in mathematics teacher education.

• 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 Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.267-287
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• 2015

In this paper, based on the results of analysis on types and strategies of estimation in measurement in the textbooks according to 2009 revised elementary mathematics curriculum, the following four implications are suggested for curriculum development and textbook development for a later date. First, it is necessary to reconcile curriculum and textbooks in contents for estimation in measurement. In 2009 revised elementary mathematics curriculum, only estimation in length, estimation in capacity, estimation in weight, estimation in angular measure are presented. However, estimation in time and estimation in area are presented in textbooks. Second, it is necessary to introduce various strategies for estimation in measurement. In teacher's manual, three strategies like using referent, chunking, unitizing are illustrated. But in textbooks, such strategies are not illustrated properly. Third, the meaning of the 'estimate' need to be clarified. In textbooks, 'estimate' are used also in other contexts. Fourth, it is necessary to clarify whether or not to deal with estimation in time, estimation in area, and estimation in volume in the school curriculum. In 2009 revised elementary mathematics curriculum, estimation in time, estimation in area, and estimation in volume are not mentioned explicitly.

• School Mathematics
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• v.10 no.3
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• pp.463-487
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• 2008

The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.

• School Mathematics
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• v.12 no.3
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• pp.425-438
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• 2010

Wide employment of open questions is one of the notable features of Korean elementary school mathematics textbooks based on the national curriculum revised in 2007. This study closely looks into mathematics textbooks and teacher's guides for third and fourth graders in the revised curriculum, and discusses the ways those open questions are being presented and the assumed premises of the presentation. It then points out some problems associated with their contents and format, such as the problems with presentation contexts, question sentence styles, question sequences, and the like. Lastly, it summarizes the research issues for further study on open questions in terms of the meaning of open questions, guidelines for teachers, and the roles of teachers and textbooks.