• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.496-504
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• 2012

The purpose of this study is to guide efficient ways to teach cultural aspects in Korean elementary English education through analyzing many studies on elementary English culture education. In global era, English education must be performed based on understanding of other various cultures for authentic communication. However, Korean elementary students have difficulty to approach or to be exposed to the culture of English speaking countries. Elementary English culture education is neither well organized nor performed for some reasons. The reasons are as follows. Frist, English teachers are not confident with the culture and they consider themselves not having enough experiences and knowledge to teach. They were not taught cultural aspects and the cultural aspects were not emphasized. Second, there are not appropriate culture related teaching materials in the textbooks and teachers' guide books. Therefore, necessary cultural aspects should be selected by English education experts and provided in the textbooks and teachers' guide books. Those two books should be systematically connected. Elementary English teachers should have more opportunities to understand and experience other various cultures. Language is a part of culture and culture is a part of language. Acquiring the second language is acquiring its culture. The culture education for authentic communication is accomplished from managing cultural aspects in textbooks and cultivating English teachers with experience and understanding of target culture.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.1-22
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• 2017

The properties of arithmetic are considered as essential to understand the principles of calculation and develop effective strategies for calculation in the elementary school level, thanks to agreement on early algebra. Therefore elementary students' misunderstanding of the properties of arithmetic might cause learning difficulties as well as misconcepts in their following learning processes. This study aims to provide elementary teachers a part of pedagogical content knowledge about the properties of arithmetic and to induce some didactical implications for teaching the properties of arithmetic in the elementary school level. To do this, elementary school mathematics textbooks since the period of the first curriculum were analyzed. These results from analysis show which properties of arithmetic have been taught, when they were taught, and how they were taught. Based on them, some didactical implications were suggested for desirable teaching of the properties of arithmetic.

• School Mathematics
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• v.19 no.3
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• pp.617-638
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• 2017

In order to make a connection in teaching similar concepts between mathematics and science in teaching similar concepts, this paper analyzed the contents related to capacity, volume, weight, and mass in the mathematics and science textbooks aligned with the national elementary curriculum. We first explored when to present such topics in both textbooks, and then analyzed in what ways the topics were addressed in terms of quantitative comparison, vocabulary, units of measurement, measurement, tools for measurement, estimation, and connections to real life. The results of this study showed that there were some aspects emphasized in common both in mathematics and science textbooks. The analysis of this study also demonstrated subtle but considerable differences according to the characteristics of two subject matters. Based on these results, this paper provides implications for elementary school teachers to consider in teaching capacity, volume, weight, and mass through mathematics and science lessons.

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.22-22
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• 2010

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.783-790
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• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.169-187
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• 2014

The purpose of this study is to analyze responses of children and teachers in elementary school to math texts applying storytelling in use, and propose some efficient methods for teaching the noumenon of math concept via storytelling math according to analyzed results. For this purpose, we choose 2nd grade children and teachers in J Province for the effects of the storytelling questionnaire study. The results of the survey lead that most children add zest to the math and most teachers are positive to the storytelling math, however, some of low-level and high-level math children lose their interest in math, and some teachers need some systematic devices to help them understand sufficiently and can teach the storytelling math meaningfully. Therefore, there seems to be needed a program that help children develop the achievement of math and teachers teach the storytelling math expertly.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.549-568
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• 2010

This paper analyzed the topics dealing with three-dimensional figures in most recently revised mathematics textbooks on the basis of the national mathematics curriculum announced in 2007. First, the overall content was analyzed with regard to how textbooks were aligned to the curriculum as well as how the main elements including the definitions of specific solid figures were introduced and developed in different units across grades. Second, the instructional methods of three-dimensional figures were analyzed, which specifically revealed the lack of inquiry phase before introducing cones and pyramids. Third, the instructional methods to foster students' spatial sense with solid figures were analyzed, which showed the increased focus on the prediction and representation of figures. It is expected that the issues and suggestions from this study are informative revising curricular materials and applying them to the classroom.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.329-341
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• 2022

Data collection is crucial to the process of statistical problem solving since it influences the quality of statistical data. However, there is little instruction on data collection in the Korean mathematics curriculum. In this study, we examined how the data were collected and how the data collection method was taught in the Korean mathematics textbooks for 3rd and 4th grades. As a result, the data appeared in these textbooks were collected by using a variety of methods, including surveys, experiments, observations, and secondary data collections. There were not enough instructions on experiments and observations, compared to surveys and secondary data collection. Additionally, as each textbook works with a distinct contents while teaching data collection, it is expected that there would be variations in the levels that students learn in relation to data collection. Based on these findings, we draw some discussion points to determine how to improve the mathematics curriculum in order to effectively teach data collection in the elementary school.

• School Mathematics
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• v.19 no.1
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• pp.117-135
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• 2017

Even though patterns and correspondence serve a fundamental basis of function for elementary students, there has been lack of research in this field. This study explored prior studies to extract the key instructional elements on how to teach patterns and correspondence. This study then analyzed the unit of 'patterns and correspondence' in the mathematics textbooks in terms of four key instructional elements (i.e., relation to real-life contexts, diversity of pattern tasks, exploration for a correspondence relationship, and teaching variables). The results of this study showed that topics dealing with patterns and correspondence were represented with relation to real-life contexts but diversity of pattern tasks and exploration for a correspondence relationship were needed to be further considered in the textbooks. Another noticeable result was that teaching variables was not explicitly addressed in the textbooks. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with patterns and correspondence.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.633-642
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• 2016

This study looked into Japan's recognition of Korea in early modern era with particular focuses on discourse on Korea and contents in textbooks in those days. In doing so, the topics of nationality, historical recognition, and social aspects in Korea were established and discourse on these topics in educational journals and the contents of textbooks and teaching manuals projected with such discourse were investigated. As for nationality, a strong propensity to negative recognition was clearly observed, represented by the words lazy, enervate, and uncivilized. They defined Korea's history of passive, other-directed nature and described such incompetent national management resulted in negative nationality. Their recognition of Korean history went further away, stating Korea was incapable of maintaining its independence and was a threat to peace of Japan and Asia, hence the forced merger by Japan. The criteria for Japan to assess Korean society were Western civilization and they defined Korean society as a pre-modern society with lower levels of civilization and culture. Discourse in Japan over Korea in early modern era were strongly influenced by Japan's pride as a modern state and its dominating ideology of imperialism and such discussions were spread among students through textbooks and teaching manuals.