• Communications of Mathematical Education
• /
• v.29 no.3
• /
• pp.301-311
• /
• 2015

If the storytelling Mathematics is teaching Mathematics by making and telling stories on Mathematics, the storymaking with Mathematics is that teachers(or mathematicians) who wish to develop their opinions concerning about their interesting fields apply them into a real life. They can use mathematical consequences for their arguments. I'll call it 'storymaking'. It could let the general public know that studying Mathematics is useful. So this application is helpful to the popularization of Mathematics.

• Communications of Mathematical Education
• /
• v.27 no.3
• /
• pp.341-356
• /
• 2013

This research is about storytelling in middle school geometry. This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. In order to develop the mathematics textbook model, development of procedures and methods were extracted from the literature. And mathematics textbook model were developed in accordance with the process and methods. Examples are presented in terms of the development of material with 'story as a communication tool', 'familiar story as a script' 'universality of the world or simulation of life as a story', 'story as a means to foster creativity: story making'. Through the results of this study, we are also able to check the possibility of storytelling in mathematics class. And this study will be the foundation for teaching and learning using storytelling.

• Journal of the Korean School Mathematics Society
• /
• v.14 no.4
• /
• pp.443-458
• /
• 2011

There has been a lively discussion on improving Korean students' academic achievement and the imbalance in their recognition of the value of mathematics. In this context, there is a need for a program that enables the majority students who regards mathematics as a subject for the entrance examination to recognize the practicality and historicity of mathematics. Educational books on mathematics in everyday life or the history of mathematics are also expected to serve as an effective tool. In addition, Web 2.0 Map is another means of representing mathematics in everyday life and the history of mathematics in connection with the practical context. The active storytelling process in which mathematics in the practical context in mathematical educational books is represented in Web 2.0 Map is expected to help to understand in depth the practicality and historicity of mathematics. Nevertheless, mathematical educational books and Web 2.0 Map may lead to a considerable variety of outcomes and speeds if carrying out tasks depending on the student's competence and may have practical difficulties in being operated in class. These concerns, however, can be resolved through the creative activity programs adopted in conformance with the 2009 revised curriculum. Therefore, this study intends to develop a program for creating mathematical story maps through mathematical educational books and the Mashup of Web 2.0 Map in accordance with the process of developing activity programs. This study also intends to determine its effectiveness in enabling students to recognize the practical and historical values of mathematics.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.2
• /
• pp.333-351
• /
• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Education of Primary School Mathematics
• /
• v.18 no.3
• /
• pp.235-247
• /
• 2015

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.