• The Korean Journal of Applied Statistics
• /
• v.18 no.1
• /
• pp.197-210
• /
• 2005

In Korea, mathematics education has been taken according to the 7th national mathematics curriculum renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and Statistics has been carried out as a part of this curriculum. We analyze and compare mathematics 1 textbooks for 11-12 grade students. Descriptions of random variable, sample variance and sample standard deviation, distribution of sample mean, and etc. which are on some textbooks, are misleaded in school education. We suggest the unbiased estimator of sample variance in accordance with textbooks and central limit theorem of sample mean under normal population.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.459-475
• /
• 2022

The equal sign and equivalence are the most basic and core concepts in elementary mathematics, but there has been lack of research on how to teach these concepts with textbooks. Given this, this study analyzed elementary mathematics textbooks in terms of three instructional elements (i.e., emphasizing the meaning of the equal sign as a relational symbol, dealing with an equation as an object for reasoning, and using an equation with a missing value). In particular, this study analyzed 10 different mathematics textbook series that are newly used in 2022 and examined the overall trends and characteristics for teaching the equal sign and equivalence. The results of this study showed that the activities emphasizing the meaning of the equal sign as a relational symbol were most noticeable but the activities dealing with an equation as an object for reasoning or using an equation with a missing value were relatively rare. Based on the results of the analysis, this study provides textbook writers with implications on what to further consider in covering the equal sign and equivalence.

• School Mathematics
• /
• v.18 no.3
• /
• pp.611-623
• /
• 2016

This study explored the problems of definitions and choices of terms and notations and proposed a few tasks for improvement of them included , , of high school mathematics based on 2009 revised mathematics curriculum and textbooks. We explored the problems on the features of the methods and contents of definitions of terms and notations in the viewpoint of the possibilities of difficulties on students' understanding, and proposed several criteria for choices of terms and notations in curriculum. And we proposed several tasks to improve the problems as follows: we need to implement much analyses and discussions on terms and notations and to open the results, to make the criteria for the examinations of mathematics textbooks in the viewpoint of therm and notation, to consider the differences of the methods of definitions among primary, middle, and high schools, and to consider the changes of terms and notations and the methods for introduction of them in textbooks.

• Communications of Mathematical Education
• /
• v.36 no.4
• /
• pp.589-610
• /
• 2022

This study aimed to derive pedagogical implications by comparing and analyzing how the concept of pi is taught in 10 different elementary mathematics textbooks, which are scheduled to be applied from 2023. We developed a textbook analysis framework by previous studies on the concept of pi and the teaching of pi, and analyzed in terms of three instructional elements (i.e. inferring conceptsof pi, understanding properties of pi, and applying relationships). We derived the need to emphasize various contexts for estimation of pi, presentation of problem situations that provide motivation to actually measure diameters and circumferences, providing an opportunity to explore the properties of measurement, and an experience the flexibility of selecting an approximate value of pi. Based on the above conclusions and pedagogical implications through the research results., we suggested ways to teach the concept of pi in elementary mathematics and improvement points for developing textbooks focusing on the context of introduction of pi and the use of technological tools.

• Journal of Science Education
• /
• v.36 no.2
• /
• pp.381-393
• /
• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.4
• /
• pp.677-694
• /
• 2016

Storycrafting is a creative educational technique in Finland. Since 2011, storytelling approach of mathematics textbooks in South Korea can be regarded as opportunities for interesting learning of mathematics as well as its improper application to mathematics lessons. We need to revise and improve the storytelling method. The purpose of this study is to make a storycrafting program that encourages students to make mathematical stories for themselves and to analyze the effect of the storycrafting program on mathematical creativity and communication. To do so, we developed a storycrafting program of mathematics for sixth graders, which is composed of 33 lessons. And we applied them to one sixth class as experimental group. Through pre-test and post-test, their mathematical creativity and communication were tested. Based on the result of t-test, we can verify the statistical meaningful effect of the storycrafting program. This study contains some conclusions and suggestions.