• 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.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.531-544
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• 2020

The purpose of this study is to analyze tasks for mathematical competencies in the 8th grade mathematics textbooks based on the 2015 revised mathematics curriculum. And our study is based on the distribution of competencies of tasks for mathematical competencies in the 8th grade mathematics textbooks The results of this study were as follows. First, there are distributed in order, in general, geometry unit, letter expression unit, function unit among 8th grade mathematics textbooks for mathematical competencies. Second, there are unbalanced distribution of mathematical competencies among in 8th grade 'mathematics' textbooks. Lastly, there are comprised of textbooks focused on specific elements among subelements of tasks for mathematical competencies in the textbooks.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.125-148
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• 2022

This study aimed to compare and analyze the number and characteristics of modeling problems in chapters related to function contents in International Baccalaureate Diploma Program (IBDP) mathematics textbooks and Korean high school mathematics textbooks. This study implies how the textbooks contributed to the improvement of students' modeling competency. In this study, three textbooks from IBDP and all nine textbooks from the Korean 2015 revised curriculum were selected. All the problems in textbooks were classified into real-world problems and non-real-world problems. Problems classified as real-world problems were once again divided into word problems and modeling problems according to the need to set up mathematical models. Modeling problems were further categorized into standard applications and good modeling problems depending on whether all the necessary information was included in the problem-solving process. Among the 12 textbooks, the textbook with the most modeling problems was the IBDP textbook, 'Math: Applications and Interpretation', which accounted for 50.41% of modeling problems to the total number of problems. This textbook provided learners with significantly higher modeling opportunities than other IBDP and Korean textbooks, which had 2% and 9% modeling problem ratios. In all 12 textbooks, all problems classified as modeling problems appeared as standard applications, and there were no proper modeling problems. Among the six sub-competencies of mathematical modeling, 'mathematical analysis' and 'interpretation and evaluation of results' sub-competencies appeared the most with very similar number of modeling problems, followed by the 'mathematization'. It is expected that the results of this study will help compare the number and ratio of modeling problems in each textbook and provide a better understanding of which modeling sub-competencies appear to what extent in the modeling problems.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.69-117
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• 2020

This article is a review report on the middle school mathematics textbooks, based on "2015 Revision of National Curriculum". Considering future textbooks, this report is to keep a record of the review. In this report, I mainly discuss the mathematical aspects (but not educational or pedagogical aspects) of the textbooks. I sincerely hope that the content of this article is to be discussed and examined further by the society of mathematics education and the society of mathematics.

• 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 Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.481-506
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• 2019

Perpendicularity and parallelity are important concepts in Mathematics as well as real-life contexts. However, those concepts are rather reduced in 2015 revised curriculum compared to previous 2009 revised curriculum. This study firstly analyzed teaching method related to perpendicularity and parallelity in a series of mathematics textbooks of Korea, Singapore and Japan. Moreover, the unit of perpendicularity and parallel was redesigned in a way to understand the concepts meaningfully and to give opportunities for students to explore how to make perpendicular and parallel lines. The results showed that noticeable changes has been as the curriculum was revised in Korea. Also, three countries showed some differences in concepts definition and learning activities. This study is expected to suggest implications for how to teach perpendicularity and parallelity in elementary school mathematics.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.559-587
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• 2022

The purpose of this study is to derive implications for the development of the next curriculum and textbooks by comparing and analyzing the textbooks of the 2015 revised high school mathematics curriculum <Mathematics for Economics> and social studies curriculum <Economics>. In the <Mathematics for Economics> textbooks, economic terms and function notations should be introduced. Additionally, the use of graphs for economic-related functions is different from the use of graphs in mathematics in the <Mathematics for Economics> textbooks. For these reasons, the usage of economic terms, function notations, and function graphs covered in the <Mathematics for Economics> textbooks were compared and analyzed with the usage in the <Economics> textbooks. In the <Mathematics for Economics> textbooks, economic terms that are highly related to mathematics are defined and presented. Contrary to the conventions of mathematics and economics, the function notations in the <Mathematics for Economics> textbooks were used inconsistently because uppercase and lowercase letters were mixed in the function notations. Function graphs in the <Mathematics for Economics> textbooks had differences in the range of values represented by the variables regarding axes and scaling. The <Mathematics for Economics> textbooks did not provide a mathematical interpretation of the translation or slope. In the course of <Mathematics for Economics>, it is necessary to specify considerations for teaching and learning, and assessment in the curriculum to promote students' understanding of mathematics and economics. The descriptions in the curriculum document and textbooks of <Mathematics for Economics> should be supplemented to provide learning opportunities for mathematical interpretation of economics-related contents.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.17-34
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• 2016

The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

• Education of Primary School Mathematics
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• v.26 no.2
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• pp.115-124
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• 2023

This study aimed to investigate elementary school teachers' interest in mathematics textbooks following the new change in the publication system for elementary mathematics textbooks. To achieve this, an online survey platform was used to conduct a survey of elementary school teachers in teaching grade 3-4 across the country, and the responses of 199 participants were analyzed to determine their interest in mathematics textbooks. The research results showed that elementary school teachers had high levels of interest in mathematics textbooks, particularly in informational and personal interest. Moreover, the stages at which teachers showed the highest level of interest were reinforcement interest and operational interest. Analysis of the differences in interest in mathematics textbooks based on personal variables showed significant differences depending on the teacher's experience in mathematics education training, satisfaction with mathematics textbooks, and whether they majored in mathematics education. Based on these findings, it can be inferred that elementary school teachers have a high level of informational interest in the characteristics, strengths, weaknesses, and materials related to authorized and approved mathematics textbooks, and their high level of personal interest in mathematics textbooks can have a positive effect in line with the goal of the new textbook system. Additionally, since many teachers showed a high level of interest in reinforcement interest, it is necessary to devise various ways to support teachers' creative use and reconstruction of mathematics textbooks.