• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.431-455
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• 2013

In this thesis, I classified various meanings of fraction into two categories, i.e concept(rate, operator, division) and model(whole-part, measurement, allotment), and surveyed appearances which is shown in Korea elementary mathematics textbook. Based on this results, I derived several implications on learning-teaching of fraction in elementary education. Firstly, we have to pursuit a unified formation of fraction concept through a complementary advantage of various concepts and models Secondly, by clarifying the time which concepts and models of fraction are imported, we have to overcome a ambiguity or tacit usage of that. Thirdly, the present Korea's textbook need to be improved in usage of measurement model. It must be defined more explicitly and must be used in explanation of multiplication and division algorithm of fraction.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.517-538
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• 2018

The purpose of this study is to lay the groundwork for effectively supporting mathematics learning for multi-cultural students by enhancing understanding of the cultural background regarding mathematics. In order to attain these purposes, this study compared to learning contents, deployment of contents, teaching method of the Korean and Vietnamese elementary mathematics textbooks. According to analysis, Vietnamese textbooks emphasize mathematical rigor and logic over Korean textbooks, and it integrate learning contents from various areas according to mathematical relevance. But Vietnamese textbooks do not present the connection between mathematical content, such as the combination, symmetry, and coverage of shapes. While Korean textbooks use teaching method that students find and define the concept of shapes themselves, Vietnamese textbooks present concepts of shapes and let students to learn about them. From this result, this study presented suggestions for supporting mathematics learning for multi-cultural students.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.583-605
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• 2016

Problem solving has been consistently emphasized in national mathematics curricula, whereas the foci of such an emphasis have been changed. Given this background, this study traced down major changes in emphasizing problem solving from the first national mathematics curriculum to the most recent 2015 curriculum. In particular, both the 2009 and the 2015 revised curricula were analyzed in detail to figure out the latest emphasis and trends. This paper then investigated whether a series of mathematics textbooks were aligned to the emphases of recent curricula. It finally discussed some issues that we need to reconsider with regards to problems, problem solving strategies, and the process of problem solving. As such, this study is expected to provide textbook developers with detailed implications on how to employ problem solving in new series of textbooks.

• Education of Primary School Mathematics
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• v.24 no.1
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• pp.21-41
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• 2021

Despite the necessity and significance of mathematical competencies in the 2015 revised mathematics curriculum, there has been lack of studies analyzing textbooks in which such competencies are intended in detail through various tasks. Given this background, this paper analyzed how mathematical competencies and their sub-elements have been represented in the mathematics textbooks for third and fourth grade. The findings of this study showed that 'communication' was the most prevalent mathematical competence, followed by 'reasoning', 'creativity and integration', 'information processing', 'attitude and practice', and 'problem solving' in order. This study also explored the characteristics of mathematical competencies in the textbooks by analyzing which sub-elements per competence were popular. With illustrative examples, this paper is expected to provide for textbook developers with implications on how to represent mathematical competencies throughout the textbooks.

• School Mathematics
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• v.14 no.1
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• pp.135-150
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• 2012

This paper analyzes the activities for (fraction) ${\times}$(fraction) in Korean elementary textbooks focusing on the connection between visual models and the algorithm. New Korean textbook attempts a new approach to use length model (as well as rectangular area model) for developing the standard algorithm for the multiplication of fractions, $\frac{a}{b}{\times}\frac{d}{c}=\frac{a{\times}d}{b{\times}c}$. However, activities with visual models in the textbook are not well connected to the algorithm. To bridge the gap between activities with models and the algorithm, distributive strategy should be emphasized. A wealth of experience of solving problems of fraction multiplication using the distributive strategy with visual models can serve as a strong basis for developing the algorithm for the multiplication of fractions.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.301-316
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• 2011

In this study, some discordance between curriculum and textbooks in usage of mathematics terms, dual meaning of some terms in the usage of those terms in textbooks, and inconsistency of defining methods of terms are discussed through some examples. Generally it can not be expected that there are any discordance between curriculum and textbooks, because textbooks are developed in the basis of curriculum. But actually, some discordance between curriculum and textbooks can be found out. Some terms are used with two different meaning, geometric figure and measure. It can be causative of troubles in teaching and learning mathematics. Terms of same kind can be expected to be consistent in the way of defining, but some examples defined inconsistently can be found out. The following four suggestions are offered as conclusions. First, textbooks must be consistent with curriculum. Second, The meaning of terms used in textbooks must be stipulated obviously. Third, terms of same kind must be defined consistently. Fourth, it is necessary to supplement a system for developing elementary mathematics textbooks. The result of this study can help develop new textbooks, and revise curriculum, and develop new curriculum.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.125-140
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• 2023

In elementary school mathematics, the addition and subtraction of fractions are difficult for students to understand but very important concepts. This study aims to examine the teaching methods and visual aids utilized in the context of common denominator fraction addition and subtraction. The analysis focuses on evaluating the lesson flow and the utilization of visual representations in one national textbook and ten certified textbooks aligned with the current 2015 revised curriculum. The results show that each textbook is composed of chapter sequences and topics that reflect the curriculum faithfully, with each textbook considering its own order and content. Additionally, each textbook uses a different variety and number of visual representations, presumably intended to aid in learning the operations of fractions through the consistency or diversity of the visual representations. Identifying the characteristics of each textbook can lead to more effective instruction in fraction operations.

• The Mathematical Education
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• v.60 no.3
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• pp.265-279
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• 2021

In this study, by analyzing of types and functions of questions presented in Data and Chance area of the mathematics textbooks for grades 1-6 of the 2015 revised curriculum, the characteristics of the questions presented in the textbook were identified, and implications for teaching and learning related to the questions in this textbook were obtained. Types and functions of the presented questions showed different proportions of appearance according to the grade clusters, and this seems to be related to the learning contents for each grade clusters and the characteristics of grade clusters. In addition, it can be seen that the functions of questions are related to the types of questions. Teachers should have pedagogical content knowledge about Data and Chance area as well as developmental characteristics for each grade clusters. In addition, the teacher should present an suitable question for the level of grade clusters and the nature of the content to be taught so that effective learning can be achieved based on the understanding of the characteristics and functional characteristics of each type of questions. The results of this study can contribute to statistical teaching in a progressive direction by providing a foundation for textbook writing and teaching/learning.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.17-37
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• 2015

In this paper, we compared and analyzed the Korean National Mathematics textbooks of the 2007 amendment curriculum and the Harcourt Math in America focused on fractions and decimals. To summarize the results of the analysis are as follows. First, both textbooks introduce fractions to the meaning of parts-whole concept, but the Harcourt Math is stronger than that of Korean Mathematics textbooks in the concept of unit fractions as a generator of fractions. Second, the fractions can be considered trivial materials - a fraction representing 1 whole, a fraction with it's denominator is 1 - were more clearly represented in our US textbooks than those of our Korean textbooks. Third, in the introduction of the term relating to the fractions, Korea is a strong point of view of the classification of fractions than the point of view of representation in comparison with the case of the United States. Fourth, the equivalent fraction and equivalent decimal concepts were described more detail in the United States of textbooks than those of the case of Korean textbooks. Finally, the approaches of fraction and decimal concepts were introduced more mathematically in the case of the United States than those of the case of Korean textbooks.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.197-213
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• 2005

There are not a few mathematical terms used as the undefined terms in school mathematics. The purpose of this study is to investigate critically the undefined mathematical terms in elementary school mathematics textbooks of Korea. As the result, the following suggestions are proposed. Firstly, It is not proper to use the terms which mathematics curriculum does not allow to use in elementary school math as the undefined terms in elementary school mathematics textbooks. Secondly, everyday-based undefined terms must be defined in elementary school mathematics textbook if their mathematical meanings are different from their everyday-based meanings. Thirdly, we need to consider the consistency when we use the undefined terms in elementary school mathematics. Fourthly, undefined terms should be define newly when the contexts in which they are used are changed or expanded. Finally, in elementary school mathematics textbooks, it is needed to define some purely mathematical undefined terms that there is no evidence which shows students grasp well their meaning.