• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.485-499
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• 2015

In this paper, focusing on definitions of terms related to ratio (a:b, external ratio, internal ratio, percentage, proportion, bi-ui-gap(value of a:b)), elementary school mathematics textbooks of Korea and Japan are compared. We can find significant differences between Korean and Japanese textbooks. In Korean textbook, 'bi-yul' includes both of the internal ratio and the external ratio. In Japanese textbooks, the external ratio(amount of unit size) and the internal ratio(wariai) are defined independently. And a:b is set to a subconcept of the internal ratio. In addition, a:b and percentage are presented as methods to express the internal ratio. From these results, the following four implications for developing our mathematics textbooks can be presented as conclusions. First, it is necessary to limit the ratio to mean the internal ratio. Second, it is necessary to define connotatively the ratio as the internal ratio and to set it as a prior concept of a:b. Third, it is necessary to define 1% as the internal ratio 0.01. Fourth, it is necessary to define bi-ui-gap as a number for expressing a:b, when viewing a:b as the expression method of the internal ratio.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.407-430
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• 2016

In this study, we analyzed and discussed the instruction method of multiplication tables in mathematics textbooks from four countries in Asia; South Korea, China, Japan, and Singapore. The conclusions of remarks are states as follows: First. The teaching period and elements should be subdivided more structurally so that the learner could understand the concept and principle of multiplication tables better. Second. The bundle model, the linear model, and the array model of multiplication need to be presented so that the learners could experience various situations related to multiplication. Third, The concrete explanation and the higher frequency of presenting the commutative rules of multiplication is suggested so that the learner could understand the concept of the rules well. Fourth. The context related to multiplication by 1 and 0 should be presented so that the learner could comprehend the character of multiplication by 1 and 0. Fifth. The activities which helping memorizing a multiplication table should be suggested when the memorization is needed.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.229-252
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• 2022

This study analyzed the introduction of addition and subtraction, including the composition and decomposition of numbers in the Korean, Singaporean, American, and Japanese elementary mathematics textbooks. The analytic foci of this study included visual models and their connections with the given problem contexts, the introduction of addition/subtraction or addition/subtraction sentences and their connections with the visual models, and additional activities for students to develop a relational understanding of the equal sign. The results of the analysis demonstrated diverse connections, mainly because the problem contexts, visual models, and the introduction of addition/subtraction or addition/subtraction sentences were implemented differently for each textbook. There were differences among the textbooks in what order of problem contexts were presented. Regarding the use of visual models, two textbooks tended to use one model consistently, whereas the other textbooks used various models depending on the problem contexts. There were subtle but significant differences in introducing addition/subtraction or addition/subtraction sentences. For a relational understanding of the equal sign, all textbooks included activities emphasizing that both sides of the equal sign are equal. Based on the results of this study, this paper closes with several implications related to the problem contexts to introduce addition/subtraction and addition/subtraction sentences as well as the use of visual models, which can serve as a basis for a new unit for the subsequent textbook.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.1-15
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• 2009

This research is to provide a useful reference for the future revision of textbook by comparative analysis with the textbook in the 4th grade of elementary school in Japan. The results from this research is same as follows: First, Korean curriculum is emphasizing the reasonable problem-solving ability developed on the base of the mathematical knowledge and skill. Meantime, Japanese puts much value on the is focusing on discretion and the capability in life so that they emphasize each person's learning and raising the power of self-learning and thinking. The ratio on mathematics in both company are high, but Japanese ensures much more hours than Korean. Second, the chapter of Korean textbook is composed of 8 units and the title of the chapter is shown as key word, then the next objects are describes as 'Shall we do$\sim$' type. Hence, the chapter composition of Japanese textbook is different among the chapter and the title of the chapter is described as 'Let's do$\sim$'. Moreover, Korean textbook is arranged focusing on present study, however Japanese is composed with each independent segments in the present study subject to the study contents. Third, Japanese makes students understand the decimal as the extension of the decimal system with measuring unit($\ell$, km, kg) then, learn the operation by algorithm. In Korea, students learn fraction earlier than decimal, but, in Japan students learn decimal earlier than fraction. For the diagram, in Korea, making angle with vertex and side comes after the concept of angle, vertex and side is explained. Hence, in Japan, they show side and vertex to present angle.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.443-454
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• 2000

The compilers of science textbooks during the enlightenment period of Korea had been active in teaching and writing of science education. Thus a research on their social and educational backgrounds would help us to understand the historical process of the formation of Korean science education. In finding out their backgrounds, the official government resumes and the bulletins of an academic society were used. It was found that seven compilers of science textbooks, with their known resumes and bulletins, studied in Japan and another six studied in Korea. However, most students who studied in Japan with the support from Korean government returned to Korea and took an active part in education. In the first place, they had written the scientific articles in the bulletins. Then, they published school textbooks, including science textbooks. However, their roles in the science education replaced with the Japanese teachers with the lapse of time. Furthermore, since they were rather specialists in translation than in subject matters and studies applied sciences in technical colleges, they did little to foster science and could not form a firm basis for an independent internal structure of science education in Korea.

• Journal of the Korean Geographical Society
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• v.43 no.4
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• pp.655-679
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• 2008

This study is to analyze the base of selection and feature of description on Korea-related content in Japanese curriculum(geography and history) and high-school geography textbooks. Japanese curriculum requires that there are two or three neighbor countries to be selected and their contents consist of life and culture and have to compare with those of japan in view of understanding and respect on similarity and difference. The content of physical environment is only dealt as factors influencing on life and culture because regional teaming of neighbor countries focus on it. Dok-do is described with conflict region in most of textbooks. But some textbooks describe Dok-do with territory of Shimane-Hyun in Japan or devide like japanese territory on the map. There are described han-gul(Korean language), confucianism, buddhism and christianity, han-bok(Korean clothes), rice and soup, bulgogi(Korean meat dishes) and scissors, spoon and chopsticks, ondol(Korean floor heater), etc. with the cases of specific Korean life and culture. And, exchange between Korea and Japan focuses on more cultural view increasing recently than political and economical view. Then Japanese high-school geography textbooks humanize geography because of they focus on life and culture and promote not only knowledge and understanding but also altruism and empathy because they focus on similarity and difference through comparison between neighbor country and Japan. This shows how to able to practice regional teaming in globalization and multicultural society.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.135-160
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• 2017

Since mathematics textbooks for 6th graders based on the 2009 revised national curriculum were applied to the site, there has been a note pointing out that the unit of 'ratio and rate' causes some learning difficulties. This implies the necessity of search for desirable methods of organizing the unit of ratio and rate in mathematics textbooks. This study analyzed and compared Korean and foreign mathematics textbooks on ratio and rate longitudinally and horizontally, respectively. For longitudinal analysis, we selected the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we took the mathematics textbooks of Japan, Singapore, Hong Kong, and Finland. In each textbook, the contents and the order in relation to ratio and rate, the definitions of terminology, and the methods for introducing related concepts are set as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about ratio and rate. Based on these results, we suggested some implications for writing the unit of ratio and rate in elementary mathematics textbooks.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.24-24
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• 2010

중등 지구과학교과서와 대학 교재에서 학습하는 광물과 암석 이름은 대부분 영어, 한자, 일본어에서 도입한 용어이다. 이 용어에 대한 어원과 말뜻에 대한 분석이나 연구가 되지 않은 상태에서 바로 사용해왔기 때문에 지질학 초보자들이 학습하기에 아주 어렵다. 광물과 암석이름의 어원과 말뜻을 잘 알지 못하고 단순히 외우거나 학술적인 이름이나 의미만을 생각하고 사용하고 있으며, 한 광물이나 암석에 대하여 여러 가지 이름을 사용하기도 한다. 심지어 전혀 엉뚱한 암석 이름이 대중 사이에서 사용되고 있지만 이를 통제하지도 못하고 그 명칭이 틀렸다는 것도 모르고 있다. 예를 들면 영어로 Shale을 중등 교과서와 대학 교재에서 영어 발음을 따라 한국어로 셰일이라고 표기하지만 중국과 일본에서는 혈암(頁岩)으로 표기한다. 우리나라의 대중 매체의 인터넷 사전과 대중들이 사용하는 용어는 중국어 혈암(頁岩)을 공공연하게 '혈암'으로 표기하고 있다. '혈(頁)'을 한자 사전에서 찾아보면 '머리 혈'과 '책 면 엽'으로 정리되어 있다. 그러면 셰일의 암석학적 특징으로 볼 때 혈암이라고 해야 하나? 엽암이라고 해야 하나? 과학과의 다른 분야에서는 어려운 한자를 쉬운 한글로 표준화하는 연구와 실행을 꾸준히 진행해오고 있다. 생물의 경우 생물의 어려운 학명을 이미 쉬운 한글로 표준화했으며, 그 학명이 학생과 대중들에게 널리 알려져 있다. 지구과학의 교과서 문장에 나오는 단어와 전문용어가 한자를 한글로 표기한 경우가 많은데 이 단어들을 하루 속히 한글로 표준화하여 전문가들이 먼저 사용하는 동시에 학생과 대중들에게 알려 주어야 한다. 이렇게 되면 지구과학의 내용보다 용어가 어렵다는 인식을 바꾸어 줄 것이고 지구과학을 전공하고자 하는 학생들에게 희망과 용기를 줄 것이다. 그 일환으로 광물과 암석 이름의 어원을 조사해 보고 한글 표준화의 가능성을 타진해 보고자 한다.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.19-36
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• 2011

The purpose of this paper was to explore the teaching materials in the Korean and Japanese high school Home Economics textbooks from the perspective of green life education. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has reinforced in the 2009 revised curriculum. The content analyses had been done to explore the teaching materials of five areas in the 6 Korean and 4 Japanese high school Home Economics textbooks through two checking steps. The material form of table-figure-pictures was the most frequently shown in both Korean and Japanese textbooks. Green life-teaching materials were more likely in the area of household management/consumer activity than in any other ones. All textbooks of both countries have included the green life-teaching materials according to the elements of contents mentioned in the curricula. The quantity and contents of the materials were some what differ by textbooks, so home economics teacher need to cross check the all textbooks to select useful information although the textbooks have included various types of green materials over the 5 areas. Home Economics curriculum need to actively and concretely include the green growth educational elements suggested by the previous study.

• School Mathematics
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• v.17 no.1
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• pp.35-46
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• 2015

In this paper, the teaching contents for angle and measure of an angle in elementary mathematics textbook between Korea and Japan were compared. From this comparison, the following five suggestions were presented as implications to improve the teaching contents for angle and measure of an angle in elementary mathematics textbook in Korea. First, it is necessary to reconsider the way of the definition of angle. There is no use of half line in elementary mathematics, except when to define angle, and the way to define angle and the way to define right angle are not consistent. Second, considering to associate the turning of plane geometrical figures to the $90^{\circ}$, $180^{\circ}$, $270^{\circ}$, $360^{\circ}$ is necessary, and associating them is connected to dealing with point-symmetrical shapes in the fifth grade. Third, there is a need to deal with "the measures of angles are same." in comparing angles. This is possible by superimposing two angles in comparing the measures of them. Fourthly, it is necessary to consider the introduction of the rotational angle. Dealing with the $360^{\circ}$ as the rotational angle is related to explaining that the sum of measures of interior angles in quadrangle is $360^{\circ}$. Fifth, it is necessary to be connected with middle school mathematics curriculum. The term 'straight angle' is used in middle school, and to obtain the sum of the measures of the interior angles of a regular polygon is the contents to be dealt with in middle school.