• School Mathematics
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• v.18 no.4
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• pp.793-818
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• 2016

The purpose of this study is to explore in detail $5^{th}$ grade students' understanding on the big ideas related to addition of fraction with different denominators: fixed whole unit, necessity of common measure, and recursive partitioning connected to algorithms. We conducted teaching experiments on 15 fifth grade students who had learned about addition of fractions with different denominators using the current textbook. Most students approached to the big ideas related to addition of fractions in a procedural way. However, some students were able to conceptually understand the interpretations and algorithms of fraction addition by quantitatively thinking about the context and focusing on the structures of units. Building on these results, this study is expected to suggest specific implications on instruction methods for addition of fractions with different denominators.

• The Mathematical Education
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• v.58 no.2
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• pp.283-298
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• 2019

Among the measurement attributes included in the elementary school mathematics curriculum, perimeter, area, volume and surface area are intensively covered in fifth and sixth graders. However, not much is known about the level of student performance and difficulties in this area. The purpose of this study is to examine the understanding and performance of sixth-grade elementary school students on some ideas of measurement and ultimately to give some suggestions for teaching measurement and the development of mathematics textbooks. For this, diagnosis questions were developed in relation to the following parts: measurement of perimeter and area of plane figure, measurement of surface area and volume of solid figure, and the relationships between perimeter and area, and the relationships between surface area and volume. The performances of 95 sixth graders were analyzed for this study. The results showed children's low performance in the measurement area, especially measurement of perimeter and surface area, and relationship of the measurement concepts. Finally, we proposed the introduction order of the measurement concepts and what should be put more emphasis on teaching measurement. Specifically, it suggested that we consider placing a less demanding concept first, such as the area and volume, and dealing more heavily with burdensome tasks such as the perimeter and surface area.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.1
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• pp.9-18
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• 2015

Educational learning methods that take advantage of a robot provide opportunities for students to develop high dimensional thinking, a creative expression and discovery learning opportunity. It is also perceived as a suitable tool for STEAM systems which can be used in a variety of school curriculums. Therefore we designed and developed STEAM educational contents using robots in this study. This study analyze elementary text books and design the convergence contents from various subjects such as math, science, engineering and art through a robot. This study has developed educational materials by making a robot based on the designed contents. They have been applied to after school materials and then evaluated for comprehension, interest and participation. The results of this study have shown very encouraging evaluations from participating students. Accordingly, this study has shown that STEAM contents that take advantage of a robot have improved student participation, interests, and comprehension in the curriculums. Additionally, integrating STEAM educational content has proved more effective in contrast to being separated.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.269-283
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• 2014

Recently, 3S Mathematics Education (Storytelling mathematics education, SMART mathematics education, and STEAM mathematics education) is emphasized. Based on recently published report on Storytelling mathematics textbook, we propose executable expression based SMART storytelling mathematics related to the elementary mathematic curriculum on 3D building blocks. We designed letters and expressions to represent three dimensional shape of 3D building blocks, and we compare its characteristics with that of LEGO blocks. We assert that text-based executable expressions not only construct what students want to make but also teachers can read students thinking process and can support educational help based on students needs. We also present linear function, quadratic function, and function variable concepts using executable expressions based on 3D building block as an example of SMART storytelling mathematics. This research was supported by the collaborated creativity mentoring project between Siheung City and college of education at Seoul National University. We hope designed executable expressions can be used for the development of SMART storytelling mathematics education.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.311-329
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• 2012

This study analyzed third graders' understanding on the part-whole fraction concept in both the continuous and the discrete contexts. A set of problems were developed as an equivalent form to compare and contrast students' understanding of fraction in the two contexts. Unexpectedly, the results of this study showed that students' performance in the continuous contexts was slightly lower than their performance in the discrete contexts. Students tended to use different strategies depending on the contexts and they had difficulties in applying what they knew in the new contexts. On the basis of the detailed analyses about students' difficulties and their sources, this paper provides information on how to construct curricular materials and how to teach the basic concepts related to the part-whole fraction.

• School Mathematics
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• v.16 no.2
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• pp.285-301
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• 2014

Because a development figure is treated restrictively in elementary school, not only there are brought out the concept image, but also the definition of the development figure in textbook in not unique. Furthermore, since the comparison and analysis of 'definition element' between the materials in textbook are nor carried out, its educational value as well as the teaching for concepts and objectives does not give rise to public discussion. In this note, we will investigate the definition and teaching of the development figure in Korea and Japan. And through three viewpoints of its definition and related debate, we will consider the fundamental understanding and objectiveness of a development figure, and suggest its mathematical application. This study will promote teachers's critical and didactical insight for the didactical transposition.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.337-353
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• 2010

The purpose of this study is to provide a useful reference for the elementary school mathematics curriculum of Japan. For this research, we compare the new version of the elementary school mathematics curriculum of Japan and Korea. Roughly speaking, Japan emphasized learning through mathematical ability. On the other hand, the case of Korea, a special emphasis was placed on the ability of problem-solving and mathematical communication. These abilities developed on the base of the mathematical knowledge and skill. The ratio of teaching time are high on mathematics, but Japan ensures much more hours than Korea. Finally we will focus on the result for the application process of the primary school mathematics curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.355-376
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• 2010

This research was about analyzing students' major error types in the field of elementary 1st grade mathematics numbers and operations, and formulating and applying effective teaching methods to find out their effects. Among the errors the students were making, it was found that in the field of numbers there was more than 50% chance of making calculation mistakes in 50 rounds of rational counting. Also, in the field of operations, it was discovered that most of students' mistakes had to do with subtraction. The results from the classification of the 4 types of error showed that most errors were made from having inaccurate concept of knowledge and definition. Thus, it can be concluded that when elementary 1st grade teachers teach students mathematics, it is most important that they put best effort into firmly establishing the students fundamental concept, definition, facts, and functions. For that matter, students were interviewed one by one, and by implementing learning method using some concrete materials as tools, students were able to fix their own errors. More importantly, students were able to gain interest and become more willing to participate by joining in this program, which led to more effective guidance.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.303-320
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• 2024

This study presents the development and performance evaluation of a custom GPT-based chatbot tailored to provide solutions following Polya's problem-solving stages. A beta version of the chatbot was initially deployed to assess its mathematical capabilities, followed by iterative error identification and correction, leading to the final version. The completed chatbot demonstrated an accuracy rate of approximately 89.0%, correctly solving an average of 57.8 out of 65 image-based problems from a 6th-grade elementary mathematics textbook, reflecting a 4 percentage point improvement over the beta version. For a subset of 50 problems, where images were not critical for problem resolution, the chatbot achieved an accuracy rate of approximately 91.0%, solving an average of 45.5 problems correctly. Predominant errors included problem recognition issues, particularly with complex or poorly recognizable images, along with concept confusion and comprehension errors. The custom chatbot exhibited superior mathematical performance compared to the general-purpose ChatGPT. Additionally, its solution process can be adapted to various grade levels, facilitating personalized student instruction. The ease of chatbot creation and customization underscores its potential for diverse applications in mathematics education, such as individualized teacher support and personalized student guidance.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.635-652
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• 2023

This study conducts a comprehensive analysis of the curricular progression of the concepts and learning sequences of 'lines', specifically, 'line segments', 'straight lines', and 'rays', at the elementary school level. By examining mathematics curricula and textbooks, spanning from 2nd to 7th and 2007, 2009, 2015, and up to 2022 revised version, the study investigates the timing and methods of introducing these essential geometric concepts. It also explores the sequential delivery of instruction and the key focal points of pedagogy. Through the analysis of shifts in the timing and definitions, it becomes evident that these concepts of lines have predominantly been integrated as integral components of two-dimensional plane figures. This includes their role in defining the sides of polygons and the angles formed by lines. This perspective underscores the importance of providing ample opportunities for students to explore these basic geometric entities. Furthermore, the definitions of line segments, straight lines, and rays, their interrelations with points, and the relationships established between different types of lines significantly influence the development of these core concepts. Lastly, the study emphasizes the significance of introducing fundamental mathematical concepts, such as the notion of straight lines as the shortest distance in line segments and the concept of lines extending infinitely (infiniteness) in straight lines and rays. These ideas serve as foundational elements of mathematical thinking, emphasizing the necessity for students to grasp concretely these concepts through visualization and experiences in their daily surroundings. This progression aligns with a shift towards the comprehension of Euclidean geometry. This research suggests a comprehensive reassessment of how line concepts are introduced and taught, with a particular focus on connecting real-life exploratory experiences to the foundational principles of geometry, thereby enhancing the quality of mathematics education.