• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.599-617
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• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.111-127
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• 2004

In this note we examined some terms, parallel lines and angles in elementary school mathematics and middle school mathematics respectively. Since some terms are represented early in elementary school mathematics and not repeated after, some students are not easy to apply the terms to their lesson. Also, since the relation between parallel lines and angles are treated intuitively in 7-th grade, applying the relation for a proof in 8-th grade would be meaningless. For the variety of mathematics education, it is desirable that the relation between parallel lines and angles are treated as postulate. Also, for out standing students, it is desirable that we use deductive reasoning to prove the relation between parallel lines and angles as a theorem. In particular, the treatments of vertical angles and the relation between parallel lines and angles in 7-th grade text books must be reconsidered. Proof is very important in mathematics, and the deductive reasoning is necessary for proof. It would be efficient if some properties such as congruence of vertical angles and the relation between parallel lines and angles are dealt in 8-th grade for proof.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.505-516
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• 2013

The purpose of this paper is to analyse the essence of proportional reasoning and to analyse the contents of the textbooks according to the mathematics curriculum revised in 2007, and to seek the direction for developing the proportional reasoning in the elementary school mathematics focused the task variables. As a result of analysis, it is found out that proportional reasoning is one form of qualitative and quantitative reasoning which is related to ratio, rate, proportion and involves a sense of covariation, multiple comparison. Mathematics textbooks according to the mathematics curriculum revised in 2007 are mainly examined by the characteristics of the proportional reasoning. It is found out that some tasks related the proportional reasoning were decreased and deleted and were numerically and algorithmically approached. It should be recognized that mechanical methods, such as the cross-product algorithm, for solving proportions do not develop proportional reasoning and should be required to provide tasks in a wide range of context including visual models.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.517-538
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• 2018

The purpose of this study is to lay the groundwork for effectively supporting mathematics learning for multi-cultural students by enhancing understanding of the cultural background regarding mathematics. In order to attain these purposes, this study compared to learning contents, deployment of contents, teaching method of the Korean and Vietnamese elementary mathematics textbooks. According to analysis, Vietnamese textbooks emphasize mathematical rigor and logic over Korean textbooks, and it integrate learning contents from various areas according to mathematical relevance. But Vietnamese textbooks do not present the connection between mathematical content, such as the combination, symmetry, and coverage of shapes. While Korean textbooks use teaching method that students find and define the concept of shapes themselves, Vietnamese textbooks present concepts of shapes and let students to learn about them. From this result, this study presented suggestions for supporting mathematics learning for multi-cultural students.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.19-38
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• 2005

There are differences in manner to be shown according to a basic point of view about knowledge in division which is traditional algorithm. The 1st and 2nd stage show didactic transpositions less systemic. The 3rd stage, which were influenced by the new math, uses logical mechanism. The 4th stage shows conceptual knowledge of the division independently. The 5th and 6th stage use concrete models which shows a course. The 7th stage constitutes contents systematically and shows many chances which focus on the formation of knowledge. The suggestions derived from such transition should be considered in the practice class and an elementary mathematics textbooks for meaningful learning.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.139-170
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• 2022

In relation to differentiated mathematics education, Russia has a longer experience in research and practice than Korea. The mathematics curriculum for 10-11 grades currently in use in Russia is a level-specific curriculum and consists of a basic level and an advanced level. And in Russia mathematics textbooks for 10-11 grades are also textbooks for each level. In this study, we analyzed basic level textbook and advanced level textbook written by the same author group among the textbooks 'Algebra and Introduction of Mathematical Analysis' of the 10th grade in Russia. To analyze the main learning contents and textbook descriptions that were added in advanced level the 'real numbers' and 'complex numbers' sections were studied. The main contents of basic and advanced level textbooks for 'functions', 'trigonometric functions', 'trigonometric equations', 'conversions of trigonometric expressions', and 'derivatives', which are included in both basic and advanced textbooks were compared and analyzed, and the descriptive characteristics of the definitions and theorems presented in the two levels of textbooks were also compared and analyzed. From the results of this study, it is expected that various information on the contents of various level textbooks of mathematics, the differences between textbooks for each level, and strategies for the composition of textbooks for various level can be accumulated.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.95-111
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• 2019

This study searched for the possibility of tangram activities through modifying the tasks of elementary school mathematics textbooks into content based open tasks. As a result of analyzing previous researches, it was confirmed the educational effect of the mathematical tasks transformation and the educational value of tangram activities. The analysis of the textbooks revealed that the tangram activities presented in the textbooks are likely to be at the level of play. It was tried to modify 2015 revised curriculum textbook-tasks into content based open tasks. Based on this study, it could be expected advantages of task modification such as improvement of teachers' expertise and expectation of diverse reactions of students.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.451-467
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• 2017

This study examined how the distributive principles(DP) works in our elementary school textbooks and work books to figure out the implications for developing the elementary mathematics curriculum and textbooks. For this purpose, Chinese and Japanese elementary textbooks were reviewed and five criteria for the analysis of Korean textbooks and workbooks were prepared by the review. The analysis showed that Korean textbooks and work books are inefficient to handle DP in many ways. Based on these findings, this study suggested that the DP should be codified into the curriculum and explicitly dealt with in elementary math textbooks.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.37-48
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• 2004

In this article we study on a mathematics(geometry) textbook which is written for the purpose of considering student's individual difference by famous russian author V. A. Gusev. We analyze text and exercise of the experimental textbook, form and extract some didactical ideas that help us to design individualized mathematics classroom activities with students.