• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.3
• /
• pp.599-617
• /
• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.3
• /
• pp.413-430
• /
• 2013

The purpose of this study was to analyze mathematical storytelling in Korean elementary mathematics textbooks and propose some applications for better storytelling, Storytelling strategies were introduced for enhancing students' understanding on mathematical concepts and improving students' attitudes toward mathematics. For this study, the researcher analyzed the 2nd grade mathematics textbook that employs storytelling strategies. The results are as follows. First, current storytelling textbook chapter is designed to appreciate students' intellectual autonomy. Second, current storytelling textbook chapter includes the storytelling that helps understand mathematical concepts and exercise mathematical skills. Third, current storytelling textbook chapter is designed for enhancing students' interest and helping students' character education. The researcher suggested the followings. First, a long term field-based research should be continued for more improved mathematical storytelling materials. Second, a digital format storytelling also needs to be developed as an alternative strategy of mathematical storytelling, which reinforces interactions between teller and listeners.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.1
• /
• pp.17-34
• /
• 2016

The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

• Education of Primary School Mathematics
• /
• v.26 no.2
• /
• pp.115-124
• /
• 2023

This study aimed to investigate elementary school teachers' interest in mathematics textbooks following the new change in the publication system for elementary mathematics textbooks. To achieve this, an online survey platform was used to conduct a survey of elementary school teachers in teaching grade 3-4 across the country, and the responses of 199 participants were analyzed to determine their interest in mathematics textbooks. The research results showed that elementary school teachers had high levels of interest in mathematics textbooks, particularly in informational and personal interest. Moreover, the stages at which teachers showed the highest level of interest were reinforcement interest and operational interest. Analysis of the differences in interest in mathematics textbooks based on personal variables showed significant differences depending on the teacher's experience in mathematics education training, satisfaction with mathematics textbooks, and whether they majored in mathematics education. Based on these findings, it can be inferred that elementary school teachers have a high level of informational interest in the characteristics, strengths, weaknesses, and materials related to authorized and approved mathematics textbooks, and their high level of personal interest in mathematics textbooks can have a positive effect in line with the goal of the new textbook system. Additionally, since many teachers showed a high level of interest in reinforcement interest, it is necessary to devise various ways to support teachers' creative use and reconstruction of mathematics textbooks.

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.4
• /
• pp.453-473
• /
• 2018

In this study, we analyzed the contents of speed concept presented in Korean, Japanese, Singapore, and American elementary mathematics textbooks, and drew implications for the teaching of speed concept in elementary schools. We developed a textbook analysis framework by theoretical discussions on the characteristics of the speed concept based on the proportional relationship and the previous researches on the speed in elementary mathematics. We analyzed the textbooks of four countries and drew some suggestions for improving the teaching of speed concept in Korean elementary schools.

• Journal of Elementary Mathematics Education in Korea
• /
• v.23 no.4
• /
• pp.481-506
• /
• 2019

Perpendicularity and parallelity are important concepts in Mathematics as well as real-life contexts. However, those concepts are rather reduced in 2015 revised curriculum compared to previous 2009 revised curriculum. This study firstly analyzed teaching method related to perpendicularity and parallelity in a series of mathematics textbooks of Korea, Singapore and Japan. Moreover, the unit of perpendicularity and parallel was redesigned in a way to understand the concepts meaningfully and to give opportunities for students to explore how to make perpendicular and parallel lines. The results showed that noticeable changes has been as the curriculum was revised in Korea. Also, three countries showed some differences in concepts definition and learning activities. This study is expected to suggest implications for how to teach perpendicularity and parallelity in elementary school mathematics.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.361-375
• /
• 2022

In this study, the vocabularies in elementary mathematics textbooks for grade 1-2 were analyzed according to 9-degree of semantic system. Also, the types of vocabulary were analyzed using general academic words, mathematics specific concept words, and mathematics general concept words. As a result, percentages of 1-degree and 2-degree vocabulary was the most in both grade 1 and 2 mathematics textbooks. It also shows that some of general academic words were 3-degree vocabulary and some of mathematics specific concept words were either unregistered or 1-degree vocabulary. In particular, general academic words, which are 3-degree vocabulary, may be unfamiliar to 1^st and 2^nd grade students. Therefore, students should be given the opportunity to guess and understand the contextual meaning of general academic words from the given contexts in textbooks. The frequency of use of mathematics general concept words in grade 2 textbook increased significantly compared to grade 1 textbook. Since mathematics general concept words are academic and technical vocabulary they should be taught explicitly. Based on the results of this study, implications for vocabulary instruction in mathematics textbooks were discussed.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.1
• /
• pp.163-192
• /
• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Journal of Educational Research in Mathematics
• /
• v.27 no.3
• /
• pp.451-467
• /
• 2017

This study examined how the distributive principles(DP) works in our elementary school textbooks and work books to figure out the implications for developing the elementary mathematics curriculum and textbooks. For this purpose, Chinese and Japanese elementary textbooks were reviewed and five criteria for the analysis of Korean textbooks and workbooks were prepared by the review. The analysis showed that Korean textbooks and work books are inefficient to handle DP in many ways. Based on these findings, this study suggested that the DP should be codified into the curriculum and explicitly dealt with in elementary math textbooks.

• Journal of Elementary Mathematics Education in Korea
• /
• v.9 no.1
• /
• pp.19-38
• /
• 2005

There are differences in manner to be shown according to a basic point of view about knowledge in division which is traditional algorithm. The 1st and 2nd stage show didactic transpositions less systemic. The 3rd stage, which were influenced by the new math, uses logical mechanism. The 4th stage shows conceptual knowledge of the division independently. The 5th and 6th stage use concrete models which shows a course. The 7th stage constitutes contents systematically and shows many chances which focus on the formation of knowledge. The suggestions derived from such transition should be considered in the practice class and an elementary mathematics textbooks for meaningful learning.