• Communications of Mathematical Education
• /
• v.24 no.1
• /
• pp.1-27
• /
• 2010

This study intends to provide implications about sluggish use of calculators in our case by analyzing the math textbook of U.S. Macmillan/McGraw-Hill along with the tendency of paying more attention to math class using technologies. From the results of analysis, this textbook deals with various methods over around 3.3% of all pages, using calculators across all grades from 1st to 6th grade. In particular, it offers guidance into three types such as 'Choose a Computation Method', 'You can also use a calculator.', and 'TECHNOLOGY LINK', while particularly it is impressive in the perspective of using calculators as one of calculation strategies. And case studies of usage in textbooks describe 8 different perspectives as an example-represent; solve problems or equations; develope or demonstrate conceptual understanding; analyze; compute or estimate; describe, explain or justify; choose appropriate calculation method; determine a calculated answer's reasonableness. Reflecting on the fact that we still use calculators in a passive way, there are considerable implications to us.

• The Mathematical Education
• /
• v.61 no.3
• /
• pp.499-519
• /
• 2022

Ratio and rate are key topics in the area of 'Patterns', but there are various perspectives on them. This study compared and analyzed the perspectives of Korean and Singaporean mathematics textbooks on ratio and rate, and explored how teaching and learning methods develop according to each perspective in terms of quantitative reasoning. To this end, we reorganized the analysis criteria based on some studies, and analyzed the textbooks of the two countries in relation to context, relationship, and representation. The results of the study are as follows. Regarding the context, there were differences in the situations, types of units and use of units of the problems presented in textbooks. In terms of relationship, there were differences in the types of two quantities and relationship of quantities. Lastly, there were differences in the representation of ratio and rate. Through these results, we found that elementary mathematics textbooks in Korea and Singapore take different perspectives on ratio and rate. In particular, the perspective taken by Korean textbooks on ratio and rate had unique points different from that of other previous studies. Considering this Korean perspective, we suggested some implications that could help improve textbooks related to ratio and rate and teach them meaningfully.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.3
• /
• pp.499-519
• /
• 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 Elementary Mathematics Education in Korea
• /
• v.22 no.2
• /
• pp.199-220
• /
• 2018

This is a traditional education content that has been consistently handled in elementary school mathematics textbooks since the first curriculum in Korea. It has been mainly used to find out the properties of the solid figure or to save the surface area. However, as the importance of spatial ability is increasingly emphasized, the nets of solids can be a very suitable learning material for dealing with the spatial ability. Therefore, in this study, we examined how the nets of solids were taught in elementary school mathematics curriculum and textbooks in Korea, and based on the analysis, we analyzed the contents of the nets of solids covered in textbooks of Japan, Singapore, Finland and Hong Kong. Through this study, we suggested the enhancement of activities to find the right nets, the presentation of solid figure from various angles, and the nets of solids with patterns for improvement of spatial visualization and spatial orientation.

• Journal of Educational Research in Mathematics
• /
• v.18 no.2
• /
• pp.157-177
• /
• 2008

This paper provides a description of the process in development of textbook unit on measuring length for second grade in elementary school according to action research methodology. The teaching unit development has been done based on the new national mathematics curriculum released in 2006. Mathematical communication and positive attitude toward mathematics are highly emphasized in the new curriculum. These new foci have been analysed through literature review and interviews with two incumbent teachers to be respected in the unit in an appropriate way. Three stages of development with different ways of organizing contents and different problem contexts were reported in the paper.

• Journal of Elementary Mathematics Education in Korea
• /
• v.12 no.2
• /
• pp.185-204
• /
• 2008

The purposes of this study are to analyze sentence structures of word problems suggested in educational math programs for the 2nd grade elementary students and error patterns in sentence interpretation, and examine how sentence structures influence on errors during sentence comprehension. Based on the results of the analysis on 168 word problems suggested in math textbooks for the 2nd grade elementary students and error patterns observed while 160 the 2nd grade elementary students attempted to solve math word problems, easy and simple vocabularies are repeatedly used in the sentence structures of word problems and specific real life materials such as fruits, books, the number of people and etc. were repeatedly used. 51.56% of errors in sentence interpretation observed was higher than 39.20% of calculation errors and backtracking operation, a length of sentences, the numbers used in questions and off were analyzed to be involved in the errors in interpretation. Therefore, it is very important to make word problems from a student's points of view rather than a teacher's point of view and the study suggests that teachers help students learn basic sentence interpretation skills.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.3
• /
• pp.259-276
• /
• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• Journal of Science Education
• /
• v.47 no.3
• /
• pp.273-285
• /
• 2023

Measurement in elementary school mathematics is one of the mathematical concepts that is directly used in real life. This study is based on the fact that mathematics textbooks for 3-4 and 5-6 graders were developed as the government designed and authorized textbooks and the general measurement instruction process is condensed and presented considering the limitation of the textbook's space for the capacity and weight. Its contents were analyzed. The results are as follows. The contents of authorized textbooks and government designed textbook are different in detail but similar overall in comparative activities, recognition, and situation of the need for the introduction of standard unit and estimation activities. Through this, it is proposed that efforts are needed to reform national textbook policies and develop textbooks that can highlight the meaning of each measurement activity and focus on students' activities.

• School Mathematics
• /
• v.15 no.2
• /
• pp.369-387
• /
• 2013

This research intends to give a practice of mathematics lesson-critique and some perspectives on a mathematics lesson in the elementary school level. We carried out a mathematics lesson-critique on a lesson chosen as a good lesson by a local educational district in Korea. The main themes of mathematics lesson-critique were the reconstruction of lesson models, the pursuit of relational understanding, the activation of mathematical communication, and the didactical transformation by a in-service teacher. Meanwhile we confirmed that we need to discuss the properness and adequateness of contents about division of natural numbers given in the elementary mathematics textbook and teachers' guide according to the revised 2007 mathematics curriculum.

• Journal of Educational Research in Mathematics
• /
• v.19 no.4
• /
• pp.513-530
• /
• 2009

In this paper, We analyse the contents of the national mathematical curriculum, the handbook of the curriculum, and elementary school mathematics textbook for the elementary school grade 1-2 focusing on 'number sense'. At first, we identify the meaning and the elements of number sense through analysing studies which are related to number sense. Number sense includes understanding the meaning of number, operation, and estimation, and the ability of applying numbers, operation and estimation on the context. Number sense consists of the elements of the contents and the elements of the processes. Secondly, with the elements of number sense which we have identified, we analyse the contents of the national mathematical curriculum, the handbook of the curriculum, and elementary school mathematics textbooks, and then criticize the contents. We find some problems as a result of the analysis : the range of number sense is unclear, the word 'number sense' is not used consistently, the elements used are limited, and the contents of the textbook are materialized inconsistently and poorly.