• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.285-304
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• 2009

The operations of fractions are the main contents of number and operations in the elementary mathematics curriculum. They are also difficult for students to understand conceptually. Nevertheless, there has been little study on the addition and subtraction of fractions. Given this, this paper explored the connection between the national mathematics curriculum and its concomitant textbooks, the adequacy of when to teach, and the method of constructing each unit to teach addition and subtraction of fractions. This paper then analyzed elementary mathematics textbooks and workbooks by three parts aligned with the general instructional flow: 'introduction', 'activity', and, 'exercise'. First, it was analyzed with regard to the introduction part whether the word problems of textbooks might reflect on students' daily lives as intended, how different meanings of operations would be expected to be taught, and how the subsequent activities were connected with the original word problems. Second, the main analysis of activity part of the textbooks dealt with how to use concrete or iconic models to promote students' conceptual understanding of operations and how to formalize the calculation methods and principles with regard to addition and subtraction of fractions. Third, the analysis of the part of exercise in the textbooks and workbooks was conducted with regard to problem types and meanings of operations. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.227-252
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• 2012

Given the lack of research on the measurement domain, this paper analyzed the statements related to length and area in the curricular materials developed under the 7th and the current mathematics curriculum in terms of the degree of guidance and the key learning elements of measurement. The results showed that despite the similarity of the most prevalent guidance type and learning elements, the current materials used open-ended or combined types in place of guided types and employed measurement reasoning and components while decreasing mere calculation in measurement, in comparison with the previous textbooks and workbooks. This paper close with implications on the revision of curricular materials related to the measurement domain as well as methodological suggestions of textbook analysis.

• Education of Primary School Mathematics
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• v.1 no.1
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• pp.3-22
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• 1997

본 연구는 첫째로는 수학교육에서 패턴이 강조되는 이론적 근거를 찾고자 역사적 맥락에서 수학의 성격변화를 탐색하였다. 수학의 성격 변화를 통하여 수학은 수의 탐구, 기하의 탐구, 운동ㆍ변화ㆍ공간의 탐구, 수학 연구의 도구에 대한 탐구로 그 영역을 점차 확대하여 왔으며, '수학은 패턴의 과학이다'라는 정의는 수학이 폭넓어짐에 따라 수학이 무엇인가에 대한 수학의 본성에 접근하는 논의라고 할 수 있다. 이러한 수학에 대한 새로운 관점은 수학교육의 새로운 방향 모색에 시사하는 바를 살펴보고, 특히 수학교실의 변화에 따른 패턴의 강조를 살펴보았다. 둘째로는 수학적 패턴을 밝힘과 동시에 수학 교육에서 수학적 패턴 분석의 틀을 마련하고자 수학적 패턴의 유형화를 시도하였다. 패턴의 속성에 따른 유형화와 패턴의 생성 방식에 따른 유형화를 통하여 수학적 패턴의 유형을 마련하였다. 초등학교 수학에서 다루어지는 패턴은 어떠한 것인가를 현행 4학년 수학교과서 및 익힘책에 제한하여 유형화한 틀로서 조사 분석하였다. 셋째로는 수학적 패턴에 관한 지도 방안의 모색으로서, 지도의 기본 방향을 설정하고 수학적 패턴에 관한 교수 전략을 마련하였다. 교수전략은 크게 패턴에서의 규칙 찾기, 패턴을 변형ㆍ확장하기, 자신의 새로운 패턴 만들기, 패턴을 수학적으로 설명하기로 나누고, 각각에 3-4개의 세부 전략과 세부 전략에 따른 예를 제시하였다.

• School Mathematics
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• v.11 no.4
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• pp.723-743
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• 2009

This paper analyzed the main contents of multiplication and division of fractions in elementary mathematics textbooks and workbooks aligned to the national mathematics curriculum. This paper first explored the adequacy of when to teach the contents, the connection of instructional flow across grades, and the method of constructing a unit to teach multiplication or division of fractions. This paper then analyzed in detail the contents with regard to the types and frequency of word problems, the types of visual models and frequency, and the process of formalizing the calculation methods and principles. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.465-486
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• 2010

Studying the definition and building a foundation about variables during elementary school is a crucial factor before students study the variable in depth in middle school. So, forming a basis for understanding variable in this period should be treated with importance, because it is the first step in forming a clear understanding of the concept of variables. According to analysis of the types of letters used in current textbooks, we can see that too much emphasis was placed on type 1(letter evaluated), type 3(letter used as an Object). By not utilizing the various types of letter usage we reduce the situation to one which is removed from the context and an automatous style of learning. Therefore, the purpose of this study was the development about early algebra learning materials which use diverse types of letters. We have analyzed the types of letters used from the 4-ga to 6-na mathematics textbooks and the 4-ga to the 6-na workbooks. To make learning materials for well-balanced letter use, we developed learning materials focused on early algebra with the 6-ga and the 6-na textbooks.

• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.1-21
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• 2010

This paper analyzed the contents and instructional methods of various plane figures presented mainly in a series of elementary mathematics textbooks on the basis of the analysis of related contents in the 2007 revised national mathematics curriculum. As such, this paper provided detailed analyses of how textbooks would implement the vision and intention of the curriculum, how the definition of each plane figure in the textbooks might be different from its mathematical definition, and how textbooks would introduce each plane figure. It is expected that the issues and suggestions stemming from this analysis will be informative in designing new instructional materials.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.199-216
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• 2007

The purpose of the present study was to analyze the types of errors made by students in the figure domain at the stages of first and second semester of 4th grade in elementary school that include the definition and the properties of figure, to identify the causes of such errors, and to help the teaching of the 4th grade figure domain. When the trends of errors were analyzed for each question, the most common error was the wrong use of theorems or definitions, and its main causes were student's low level in geometry and limited concept images. Thus, it is necessary to make them have clear understanding of these concepts and terms and students need to do various activities suitable for their level in geometry. In addition, figure images presented in the mathematics textbooks and the mathematics practice book have limitations. Thus, figures of various positions and lengths should be presented and described accurately, and the books should be redesigned for various practical activities.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.499-519
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• 2016

This study analyzed the statistics contents in elementary mathematics textbooks in terms of an information-processing capacity, which is one of the math competencies emphasized by the 2015 revised mathematics curriculum. The findings of this study showed that the activities of 'summarizing and analyzing data or information' far outnumbered 'collecting data or information', 'interpreting and utilizing information', and 'using technological instruments or manipulative materials'. Lessons of collecting data or information were mostly present in the textbooks of lower grade-levels, where the range of data collection was narrow, and lacked adequate exploration of data collecting methods. Some lessons on utilizing information were not based on the interpretation of data, and using technological instruments or manipulative materials was merely introduced in teachers' manual and hardly introduced in the actual textbooks. Based on these findings, this study sought to suggest implications regarding the development of statistics contents in elementary mathematics textbooks in a manner to improve students' information processing capabilities.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.391-405
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• 2008

There are some studies on tangram a kind of jigsaw(silhouette or dissection) puzzle. And Korean national curriculums mention about tangram. But the past studies and the textbooks are not so related to curriculums. So this study is focused on some problems and limitations of tangram activities related to curriculum. This study gives some educational suggestions using tangram: (1) alternate drawing of tangram (2) making mathematical figures instead of shapes (3) proper activities related to the national curriculum (especially, polygons and angles) and mathematical thinking (4) examples of exploring mathematical figures and angles coming in and out of national curriculum In addition to, this study suggests some mathematical activities of using similar tangrams (especially sphinx puzzle).

• School Mathematics
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• v.8 no.4
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• pp.397-415
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• 2006

This paper is to find out the reason why students often make mistakes with 0 during computation and to get some instructional implication. For this, history of 0 is reviewed and mathematics textbook and workbook are analyzed. History of 0 tells us that the ancients had almost the same problem with 0 as we have. So we can guess children's problems with 0 have a kind of epistemological obstacles. And textbook analysis tells us that there are some instructional problems with 0 in textbooks: method and time of introducing 0, method of introducing computational algorithms, implicit teaching of the number facts with 0, ignoring the problems which can give rise to errors with 0. Finally, As a reult of analysis of Japanese and German textbooks, three instructional implications are induced:(i) emphasis of role of 0 as a place holder in decimal numeration system (ii) explicit and systematic teaching of the process and product of calculation with 0 (iii) giving practice of problems which can give rise to errors with 0 for prevention of systematical errors with 0.