• Title/Summary/Keyword: 수학 교과서 변천

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선형 대수 교육 과정과 교과서의 변천

  • Sin, Gyeong-Hui
    • Communications of Mathematical Education
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    • v.18 no.2 s.19
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    • pp.133-142
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    • 2004
  • 선형대수 교육과정 연구 단체(LACSG, The Linear Algebra Curriculum Study Group)는 1990년 그의 결성과 함께 선형대수 교육과정에서 중점적으로 고려해야할 다섯 가지 추천 목록을 발표하였다. 그 중 가장 두드러진 특징은 기존의 형식적이고 엄밀한 벡터공간 중심의 선형대수 교육과정을 보다 실용적인 행렬중심으로 바꿀 것을 주장하고 있다. 본 연구에서는 벡터 공간 중심의 교육과정과 행렬 중심에 기반한 교육과정의 역사적 흐름에서 행렬 중심의 교육과정이 우위를 차지하게 된 배경을 살핀다. 또한 이러한 교육과정과 맥을 같이한 선형대수 교과서의 변천과, 행렬의 곱의 전개를 중심으로 두 중심사이의 차이를 논한다.

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A Study on the Changes of Mathematical Textbooks System in Korean Elementary Schools - Focusing on textbooks after the 7th curriculum- (한국 초등학교의 수학 교과서 체제 변천에 관한 연구 -7차 교육과정 이후 교과서를 중심으로-)

  • Choi, Hye Ryung;Sihn, Hanggyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.1
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    • pp.109-128
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    • 2020
  • South Korea places the core of public education in school education, and textbooks are compiled based on curriculum announced by the Education Ministry. Therefore, the compilation of high-quality textbooks is very important and requires more than just revising the curriculum. Korea had been working on developing textbooks several times, but it has been evaluated as a uniform textbook in terms of external system and editing design compared to advanced foreign textbooks. This can be said to be the result of the based to only the textbook's internal system, which should be dealt with in the textbook when compiling the textbook. The textbooks which were developed at seventh curriculum were made remarkable changes in the history of South Korea textbooks. In this study, we want to examine the nation's state-authored textbooks, from the seventh textbook to the current textbook in 2015 by order of magnitude and to give a careful look at what aspects of the changes are being made. To this end, the composition of textbooks is analyzed by dividing them into external and internal systems. The external system of textbooks focuses on changes in plate form, shape, lipid, color, and illustration, while the internal system focuses on changes in the composition system of the unit, the composition system of the contents by lesson, and the style of question. As a result, we led to a significant conclusion on the changes in textbooks.

An Analysis and Criticism on the Definition of the Similarity Concept in Mathematical Texts by Investigating Mathematical History (수학사 고찰을 통한 교과서의 닮음 정의에 대한 분석과 비판)

  • Choi, Ji-Sun
    • Journal of Educational Research in Mathematics
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    • v.20 no.4
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    • pp.529-546
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    • 2010
  • This study aims to analyze and criticize the definition of the similarity concept in mathematical texts by investigating mathematical history. At first, we analyzed the definition of Pythagoras, the definition of Euclid's ${\ll}$Elements${\gg}$, the definition of Clairaut's ${\ll}$Elements of geometry${\gg}$, the postulate of Brkhoff's postulates for plane geometry, the definition of Birkhoff & Beatly의 ${\ll}$Basic Geometry${\gg}$. the definition of SMSG ${\ll}$Geometry${\gg}$. and the definition of the similarity concept in current mathematics texts. Then we criticized the definition of the similarity concept in current mathematics texts based on mathematical history. We critically discussed three issues and gave three suggestions.

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A Discussion on the Terms Related to ratio and rate from the Revised 2007 Curriculum textbook (초등학교 2007 개정 교과서 비와 비율 관련 용어에 대한 고찰)

  • Hong, Gap Ju
    • Journal of Educational Research in Mathematics
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    • v.23 no.2
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    • pp.285-295
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    • 2013
  • In this study I examine the definitions of terms related to ratio and rate from 5, 6, 7th revised elementary school math textbooks to discuss the improvements and the remained problems in 2007 curriculum textbook. Next, I make the alternative definitions of the terms, 'biyoul', the value of 'bi', and 'baekboonyul' by re-establishing the relations between them. Finally, I point out that those problems are intrinsic to the attempt of the textbook to introduce the terms related to ratio with little consideration for the mathematical meaning of ratio as a equivalence class.

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A Comparative Study for Elementary School Mathematics Activity Book in Accordance with the Curriculum (교육과정 개정에 따른 수학익힘책의 비교 분석)

  • Suh, Bo-Euk
    • Education of Primary School Mathematics
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    • v.13 no.2
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    • pp.99-111
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    • 2010
  • This study is on a supplementary textbook, a mathematics activity book which is first introduced in the fifth curriculum. There was three revision of mathematics activity book with the change of curriculum. On this study, the aim of introducing mathematics activity book, the direction of development, the organization system and the relation with curriculum were analyzed systematically on the basis of literature consideration.

An Analysis of Methods for Teaching Bar and Line Graphs in Elementary Mathematics Textbooks (초등 수학 교과서의 막대그래프와 꺾은선그래프 지도에 대한 분석)

  • Kim, Somin;Lee, Jong-hak
    • Journal of the Korean School Mathematics Society
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    • v.23 no.3
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    • pp.259-276
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    • 2020
  • The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

A Study on the Definition of Prism Presented in Elementary School Mathematics Textbooks (초등학교 수학 교과서 변천에 따른 각기둥의 정의에 관한 고찰)

  • Cho, Youngmi
    • Education of Primary School Mathematics
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    • v.25 no.1
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    • pp.1-17
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    • 2022
  • It summarized and analyzed how the definitions of prism, which is the main mathematics education contents of the upper grades of elementary school, have changed from the teaching period to the 2015 revised curriculum. To this end, the definition method was divided into three methods, and how each method was used in each curriculum was examined. Through this, it was confirmed that the definitions of prism were quite different for each curriculum period. In addition, the implications for the definition of each prism were compressed and presented. It will be an opportunity for the textbook author to think about what is a more meaningful definition method of prism.

A Study on the Mutural Relation of Quadrilateral in History of Mathematics Education of South Korea (우리나라 초등학교 수학에서 사각형의 상호 관계 지도 변천 재음미 - 1차에서 3차 교육과정까지의 변화를 중심으로-)

  • Cho, Young-Mi
    • School Mathematics
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    • v.12 no.3
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    • pp.389-410
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    • 2010
  • In this paper we examined the mutural relation of quadrilateral for the purpose to know the reason why we taught the mutural relation of quadrilateral in elementary school. We looked through the several materials, for example, national curriculum, textbooks, guide books for teachers in 1st, 2nd, 3rd curriculums. Finally we found that the mutural relation of quadrilateral was deeply involved in the concept of sets, or the concept of inclusion.

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A Note on the Terms and Notations Introduced in Middle School Mathematics (중학교 수학에서 도입된 용어 및 기호에 관한 고찰)

  • Kim, Heung-Ki
    • School Mathematics
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    • v.10 no.2
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    • pp.223-257
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    • 2008
  • To understand terms and symbols correctly which is the basic factor of teaming mathematics is important for understanding and utilizing related mathematic contents. Since the definition of terms and symbols is the important starting point of learning mathematics, it has been studied a lot since the ancient times. This study investigates the transition of terms and symbols which was presented in our curriculum after Korea's independence and it also investigates terms and symbols which are used for the current middle school text books. As a result of studying the transition of the terms, more detailed and broader analysis should be done for the explanation, modification, deletion, and creation of the terms. And complements are needed for some of the terms and symbols. Also, some definition of the terms which are used in some of the current middle school text books should be explained in a way that is suitable for the students' capability. And some errors and omissions of the terms need to be corrected. Furthermore, we need to compare our definition of terms with that of the other countries and modify them if it is necessary. Also, It is better to put guidelines about the interpretation of terms and symbols in the curriculum to reduce the confusion which can be produced by the variety of explanation of the definition of terms and symbols.

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A Study on the Graph and Linear Transformation in the Mathematics Amended Curriculum (수학과 개정교육과정의 그래프와 일차변환 단원에 대한 고찰)

  • Hwang, Suk-Geun;Yoon, Jeong-Ho
    • Journal for History of Mathematics
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    • v.23 no.4
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    • pp.83-100
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    • 2010
  • This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.