• School Mathematics
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• v.15 no.1
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• pp.37-59
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• 2013

The purpose of this study was to examine and analyze the mathematical tasks in the high school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the textbooks. We adopted the framework for mathematical task analysis suggested by Smith & Stein (1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at low level and the rest at high level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.187-210
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• 2017

The animated discussion about mathematical modeling that had studied consistently in Korea since 1990s has flourished, because mathematical modeling was involved in the teaching-learning method to improve problem solving competency on 2015 reformed mathematics curriculum. In an attempt to re-examine the educational value and necessity of application to school education field, this study was to review the literature of mathematical modeling in mathematical competencies perspective. As a result, mathematical modeling could not only be involved the components of problem solving competency, but also support other competencies; reasoning, creativity-amalgamation, data-processing, communication, and attitude -practice. In this regard, This paper suggested the necessity of the discussion about the position of mathematical modeling in mathematical competencies and the active use of mathematical modeling tasks in mathematics textbook or school classes.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.15-28
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• 2023

Since mathematical concepts are learned through the meaning of mathematical terms in school mathematics, learners must understand and use mathematical terms appropriately. However, the meaning of mathematical terms used in real life may be perceived differently from elementary mathematics textbooks, and this difference may cause confusion in learners' understanding of mathematical terms. Therefore, this study was intended to compare and analyze the mathematical terms in elementary mathematics textbooks used in Korea and a Korean dictionary. The findings revealed that the meaning of the textbooks was similar or different, and the subject indicated by each meaning was different. In this case, in order to prevent confusion among learners, it is necessary to supplement and guide each meaning by recognizing the difference between the mathematical terms in elementary mathematics textbooks used in Korea and a Korean dictionary.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.485-503
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• 2017

'Saembon' was elementary mathematics textbook in the Period of Syllabus in Korea. First I classified Saembons in five groups. And then I regrouped them into two kinds. One kinds were published under U.S. Army Military Government, and other kinds were made under Republic of Koera. Two kinds of Saembon were very different in several aspects. I showed how they were different through real examples. Finally I tried to explain that Saembons under Republic of Koera were better than Saembons under U.S. Army Military Government.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.227-228
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• 2023

정부의 인공지능 국가전략을 통해 인공지능 교육은 초등학교에서도 필수교육으로 대두되고 있다. 또한 인공지능 소양을 습득하기 위해 타 교과와 융합한 인공지능 융합 교육의 필요성이 증가하고 있고, 인공지능 발달에 대한 수학의 역할을 고려하여 수학 교과를 통해 인공지능의 이해를 기르는 것이 강조되고 있다. 따라서 본 연구에서는 수학 교과와 인공지능 교과가 융합한 인공지능 융합 교육 프로그램을 개발하기 위해 초등학교 3~4학년 수학 교과의 도형 분류를 의사 결정 나무 모델을 활용하여 가르치는 인공지능 융합 교육 프로그램을 개발하였다. 본 연구를 통해 개발된 프로그램은 초등학생의 인공지능 개념학습을 통한 인공지능 기초소양 함양뿐만 아니라 수학 교과의 이해 및 성취도 향상에 도움이 될 것으로 기대된다.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.241-254
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• 2010

Under the consideration of Chinese math education tradition and new educational orientation, we compared and analyzed Korea and China's lower-grade elementary school textbooks. The result was that Chinese textbook puts much emphases on practice, skill and repetition, presents condensed contents, provides various learning contents simultaneously, rich humorous expressions, and a lot of implicit representations. From these results, we presented some implications for our mathematics education, future textbook writing, and the follow-up studies.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.19-37
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• 2018

The purpose of this study was to analyze the multicultural mathematics education factor shown in mathematics textbook. For this purpose, 2015 revised curriculum, mathematics textbook and teacher's guide book of first and second grade were analyzed using framework for multicultural mathematics education factor. The results of this study revealed that the general guideline of the national curriculum included 'culture identity', 'diversity of knowledge' and 'social problem solving' but the curriculum of mathematics excluded 'culture identity'. Nevertheless, mathematics textbook showed various multicultural mathematics education factor except 'social problem solving'. But there are several kinds of problem. Fist, application level of multicultural mathematics education factor was mostly low. Second, history of mathematics and culture aspects were Europocentric. Thirds, characters in mathematics text book were excessively standard. there weren't other ethnicity, the disabled, multicultural students. On the basis of these results, this paper includes several implications for the future multicultural mathematics education in elementary school.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.141-159
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• 2008

The purpose of this study id to delve into how elementary mathematics textbook deal with the quadrilaterals from a view of Didactic Transposition Theory. Concerning the instruction period and order, we have concluded the following: First, the instruction period and order of quadrilaterals were systemized when the system of Euclidian geometry was introduced, and have been modified a little bit since then, considering the psychological condition of students. Concerning the definition and presentation methods of quadrangles, we have concluded the following: First, starting from a mere introduction of shape, the definition have gradually formed academic system, as the requirements and systemicity were taken into consideration. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Concerning the contents and methods of instruction, we have concluded the following: First, the subject of learning has changed from textbook and teachers to students. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Third, when instructing the characteristics and inclusive relation, students could build up their knowledge by themselves, by questions and concrete operational activities. Fourth, constructions were aimed at understanding of the definition and characteristics of the figures, rather than at itself.

• 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.

• School Mathematics
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• v.14 no.3
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• pp.377-394
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• 2012

The purpose of this paper is to analyze the elementary school mathematics textbooks according to the mathematics curriculum revised in 2007 which put emphasis on mathematics as a communication, and to find out the implication for improving the mathematics textbook of Korea. Mathematics textbooks are analyzed by five analysis criteria, which are suitability of communication activities, suitability of usage of terms and symbols, suitability of literary expressions, suitability of visual expressions and adequateness of mathematics and curriculum. As a result of analysis, it is found out that communication activities were generally reflected the intent of curriculum but there were incomplete terms usage and literary, visual expressions. So communication among authors, between authors and writers, authors and illustrators is necessary for improvement of mathematics textbooks.