• The Mathematical Education
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• v.34 no.2
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• pp.229-237
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• 1995

• The Mathematical Education
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• v.34 no.2
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• pp.239-249
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• 1995

• The Mathematical Education
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• v.32 no.3
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• pp.158-194
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• 1993

• The Mathematical Education
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• v.35 no.2
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• pp.143-156
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• 1996

• School Mathematics
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• v.19 no.2
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• pp.229-248
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• 2017

This study investigated the factors that should be considered when teaching proportional expression and proportional distribution through literature review. Based on these results, we analyzed and compared Korean and foreign mathematics textbooks on proportional expression and proportional distribution longitudinally and horizontally to search for desirable methods of organizing the unit of proportional expression and proportional distribution in mathematics textbooks. For longitudinal analysis, we took the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we selected the mathematics textbooks of Japan, Singapore, and China. In each textbook, the contents and the order in relation to proportional expression and proportional distribution, the definitions of terminology, and the contexts and the visual representations for introducing related concepts are selected as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about proportional expression and proportional distribution. Based on these results, we suggested some implications for writing the unit of proportional expression and proportional distribution in elementary mathematics textbooks.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.747-764
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• 2017

Problems in mathematics textbooks are very important because there is a high reliance on textbooks in elementary school mathematics classes and there is a strong belief that mathematics is to find the solution to problems. Considering this importance, we analyzed problems in elementary mathematics textbooks quantitatively and qualitatively. Concretely, problems of addition and subtraction with carry on in the range of two digit numbers in the mathematics textbooks from the 1st to the 2015 national revised curriculum were analyzed. As a result, the problems in each textbook were found to reveal important features of the textbook reflecting changes in curriculum and educational background. And the problem of textbooks has changed in the direction of enhancing students' reasoning, communication, and problem solving ability. Based on these results, we suggested several implications for dealing with problems in elementary mathematics textbooks.

• School Mathematics
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• v.17 no.4
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• pp.571-591
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• 2015

Even though fractions make up one of the most important concepts in the domain of numbers in elementary math, it is difficult to teach or learn them due to their different quantity concepts and notation methods from natural numbers and their various concepts. The didactic transposition of fractions is thus important, and there is a need to examine the didactic concepts of fractions used in the South Korean textbooks for its research. This study compared elementary math textbooks among South Korea, Taiwan, and China and investigated differences in the instructional time and order of fraction concepts in the textbooks according to their didactic concepts and also differences in the instructional methods according to quantitative concepts.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.251-278
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• 2022

The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.

• The Mathematical Education
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• v.62 no.4
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• pp.551-567
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• 2023

Even and odd numbers are taught in elementary school mathematics, but the introductory activities, definitions, and properties of sum on even and odd numbers vary depending on which grade they are presented. The purpose of this study was to compare and analyze the activities related to even and odd numbers presented in Korean mathematics textbooks developed under the different curriculum revisions, and to further analyze the related activities in foreign textbooks to draw implications for the teaching of even and odd numbers. In Korean textbooks, from the time of the fourth mathematics curriculum until the 2007 revision, even and odd numbers were covered in the multiples and divisors unit of the fifth grade textbook, while since the 2009 revision, the first grade textbook has covered the topic along with teaching numbers up to 50 or 100. In addition, the definitions of even and odd numbers varied depending on the grade level and the nature of the unit being taught, and activities addressing the properties of sum were only presented in the mathematics textbook under the third curriculum along with a few mathematics workbooks. In foreign textbooks, even and odd numbers were introduced in Grades 1, 2, or 5, and their related activities varied accordingly. Based on these findings, this study discusses the implications for the teaching of even and odd numbers.

• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.179-201
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• 2020

The purpose of this study is to analyze tasks reflected in Korean and US textbooks according to the mathematical modeling perspectives, and then to compare the diversity of learning opportunities given to students from both countries. For this, we analyzed mathematical modeling tasks of textbooks based on three aspects: mathematical modeling process, data, and expression. Results are as follows. First, with respect to modeling process, Korean textbook provides a high percentage of the task at all stages of modeling than US textbook. Second, with respect to data, both countries' textbooks have the highest percentage of matching task. Korean textbooks have a large gap in data characteristics by textbook. Third, with respect to expression, both countries' textbooks have the highest percentage of text and picture. Korean textbooks have a large gap in the type of expression than US textbooks, and some textbooks have no other expression except for text and picture. Fourth, tasks were analyzed by integrating the three features. The three features were not combined in various ways. It is necessary to diversify the integration of the three features.