• Communications of Mathematical Education
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• v.10
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• pp.43-58
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• 2000

교육의 질은 교사의 질에 의하여 크게 영향을 받는다고 볼 때, 수학교육의 질적 개선을 성공적으로 이끌기 위해서는 전문가로써의 자질을 갖춘 유능한 교사의 역할이 뒷받침되어야 할 것이다. 일반적으로 교사들이 갖추어야 할 지식을 크게 3가지로 나눈다면 교과의 내용에 관한 지식, 교수 방법에 관한 지식, 학생에 관한 지식으로 나누고 있다. 본고에서는 초등학교 수학 학습지도와 관련된 교과 교육학 및 교과 내용학에 관한 지식과 교사의 전문성을 개발할 수 있는 방안에 대해 개괄적으로 살펴본다.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.33-52
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• 1997

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.211-237
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• 2017

Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including 'terms and notations'.

• Journal of Science Education
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• v.44 no.3
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• pp.331-344
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• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.

• School Mathematics
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• v.14 no.2
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• pp.213-232
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• 2012

The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks on function in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith (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. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.261-278
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• 2011

Definitions in elementary school mathematics textbooks are given to represent mathematical contents in terms of mathematical symbols and terms. In this study, we investigate the definitions in elementary school mathematics textbooks of the 7th and the revised 2007 curricula to comparatively analyze their contents and the way they are stated and suggest implications on teaching and learning mathematics.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.75-86
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• 2006

This study is partially supported Korea Science Foundation. In this paper we will introduce the result of project to revise mathematics curriculum of Korea Science Academy, and we will discuss the management of mathematics curriculum of Korea Science Academy. This study also analyze the pattern of taking mathematics course during year 2005. From this analyzing result, we will discuss about the development of mathematics curriculum of Korea Science Academy.

• The Mathematical Education
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• v.5 no.3
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• pp.1-8
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• 1967

• School Mathematics
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• v.17 no.1
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• pp.1-18
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• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• School Mathematics
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• v.11 no.4
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• pp.643-664
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• 2009

This study was aimed to understand the problems that students experience during the self--directed study of a mathematics digital textbook and to find the implications for the design of digital textbook. For this study, we analyzed the process of self-directed learning on 'division of fractions with same denominator' using digital textbook by eight 6th graders. Students asked to use think aloud method while they study the unit. Their learning process was videotaped and analyzed by researchers after the experiment. After the self-directed learning, students filled out a test items and participated interview with a researcher. The result showed that students experienced several misconceptions and errors while using a digital textbook. The types of misconceptions and errors were cataegorized as "misconceptions and errors caused by a mathematics textbook" and "misconceptions and errors caused by a digital textbook". Especially, students showed several important misconceptions and errors because of the design factors. This implies we need to consider the causes of misconceptions for the design of a digital textbook.