• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.239-260
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• 2016

Textbook is the most important material in learning and teaching school mathematics. It is necessary to develop highly utilizable mathematics textbook in view of normalization of public education including mathematics education. In this paper we first discuss the meaning of good mathematics textbook and analyze current mathematics textbooks to establish directions of highly utilizable mathematics textbook to student as well as teacher. And then we suggest a model and exemplary unit of highly utilizable mathematics textbook.

• 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.

• The Mathematical Education
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• v.61 no.3
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• pp.457-476
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• 2022

Mathematics textbooks as the main resources to support mathematical teaching and learning are used importantly in Korean lessons. Although the scope of mathematics textbook research has been expanded and the research has increased, few studies have analyzed the overall trends of mathematics textbook research in Korea. This study analyzes the overall trends of textbook research on 418 papers pertinent to mathematics textbooks published in domestic mathematics education journals. The results of this study showed that the proportion of textbook analysis research was the highest, followed by textbook use and textbook development research in order. There were more textbook studies at the elementary school level than at the middle or high school levels. Regarding textbook analysis studies, the most frequent topic was to analyze how specific mathematical concepts were presented in textbooks. Regarding textbook use studies, many studies asked both teachers and students to review the appropriateness of textbooks under development or analyzed the perception and use of specific activities of textbooks based on a survey. Regarding textbook development studies, the most popular topics included the directions and examples of new development, such as storytelling-based or electronic textbooks. This paper finally presented implications for textbook research in light of the domestic mathematics education context and the international mathematics textbook research trends.

• 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.

• 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 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.

• 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.

• Education of Primary School Mathematics
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• v.13 no.1
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• pp.37-48
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• 2010

In this paper we analyze a concept 'didactical unit', and some concrete methods of expanding didactical unit studied by P.M.Erdniev. Erdniev studied the concept for a long time, wrote mathematics textbooks from 1st grade to 9th grade. In these textbooks he tried to embody his ideas related with expanded didactical unit. We analyze Erdniev's mathematics textbook of 3rd grade.

• School Mathematics
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• v.4 no.4
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• pp.565-580
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• 2002

연구자들은 학생들에게 문제해결 전략을 지도하는 것이 학생들의 문제해결력을 신장시켜 준다는 보고하고 있다. 이와 같은 연구결과를 배경으로 수학 교과서를 통하여 문제해결 전략을 지도하려는 시도들이 미국을 비롯하여 한국에서도 있어 왔다. 본 논문은 문제해결 전략을 교과서에 제시할 수 있는 가능한 세 가지 모델들을 논의하고, 미국과 한국의 수학교과서에서 문제해결 전략을 제시하는 방법을 분석하였다. 한 가지 모델은 문제해결 전략에 한 단원을 할애하는 것이다. 두 번째 모델은 각 수학내용을 지도하는 단원에 문제해결 전략의 지도를 위한 하위단원을 할당하는 것이다. 마지막, 세 번째 모델은 문제해결 전략 지도를 위한 특정 단원이나 하위 단원을 설정하는 것이 아니라 가능한 많은 쪽에 전략을 제시하는 것이다. 위에 언급한 세 가지 가능한 모델을 바탕으로 미국과 한국의 초등학교 수학교과서에서 문제해결 전략을 제시하는 양상을 비교하였다. 이 비교를 위하여 각 학년별로 제시되는 모든 전략들을 교과서와 교사용 지도서를 토대로 추출하였다. 각 교과서에서 전략을 제시한 양식을 비교한 결과 다음과 같은 결론을 얻게 되었다. 한국의 수학교과서는 전형적으로 첫 번째 모델의 양식으로 문제해결전략을 제시하고 있었다. 각 단원마다 별개의 문제해결 전략이 제시되었다. 또한, 학년별 지도 전략을 살펴보면 학년별로 연계성이 있게 전략이 제시 되었다기 보다는 학년별로 다른 다양한 전자의 지도에 중점을 둔 듯하다. 미국의 수학교과서는 두 번째 모델과 세 번째 모델의 중간적인 양식으로 문제해결 전략을 제시하고 있다. 즉, 각 단원마다 문제해결 전략 지도를 위한 하위 단원을 지정하였으며 필요한 경우에는 본 단원의 주 학습요소와 관련된 문제해결 전략은 단원 중에도 제시되고 있었다. 따라서, 차기 수학교과서 개정시기에는 세 번째 모델을 그 모형으로 삼아 문제해결 전략들을 제시하는 방안을 강구해야 할 것으로 기대된다.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.289-308
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• 2011

The purpose of this research is to compare high school mathematics textbooks published by India with those published by Korea so that we apply merits of India's high school mathematics education to our educational problems. We first study India's educational systems, and analyze the mathematics textbooks from both countries by considering their external appearance, units, contents. Finally we give meaningful results and propose what we can do for our mathematics education based on our analysis performed in this paper.