• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.123-137
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• 2014

In this paper, the format of the Korean 2011 & the Japan 2008 elementary school mathematics curriculum are compared especially centered on elements, areas, objectives, and lesson time numbers. Through this comparison, suggestions can be obtained as follows. First, grade-group system which does not meet the actual elementary mathematics education needs to be reconsidered. Second, the area name 'number and operation' needs to be reduced into the area name 'number and calculation'. Third, using the area name 'pattern' needs to be reconsidered. Fourth, using the area name 'probability' needs to be reconsidered. If 'possibility' which some event occurs is seen as ratio, it can be contained area 'quantity relationship'. Fifth, containing the nature of mathematics into the school mathematics objectives needs to be reconsidered. Sixth, it is necessary to enhance the phase of mathematics in elementary education.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.111-135
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• 2005

In this study I compared Korea's elementary school mathematics curriculum and its handbook with Japan's curriculum and its handbook. Based on that work, I induced some suggestions which is useful to develop mathematics curriculum in the future. First, the purposes of Korea's elementary school mathematics curriculum focused on the system of mathematics, scholastic ability and learning volition. On the other hand, Japan's curriculum concentrated on the utility of mathematics in daily life and the motive of learning mathematics. Secondly, purposes of mathematics education written in Japan's curriculum handbook, differing from Korea's, are closely divided into concrete items. Finally, purposes of mathematics education in each grade, written in Japan's curriculum handbook, are presented in outlined form according to general purpose of mathematics curriculum. The merit of this way is that the researcher could display flexibilities and creativities in making mathematics textbook.

• Communications of Mathematical Education
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• v.12
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• pp.1-19
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• 2001

유치원과 초등학교 1학년 아동은 그들의 발달특성과 학습의 효율성 측면을 고려할 때, 일상생활 경험과 놀이 활동 등을 이용한 활동중심 교육방법으로 상호 연계성있게 수학을 학습하는 것이 바람직하다. 이러한 필요성에서, 본 연구는 현행 교육과정 상에 제시된 수학교육의 성격과 목표, 내용, 교수방법, 평가 면에서 유치원과 초등학교 1학년 간에 얼마나 연계되어 있는 지를 분석해 보았다. 분석 결과, 유치원과 초등학교 1학년 수학 교육과정 간에는 수학교육의 방향 및 목표, 내용 영역, 교수학습 방법, 평가 면에서 대체로 높은 연계성을 보였다. 그러나 교과 편제나 명칭, 세부적인 내용 구성에서 차이가 있었으므로 이를 해결하기 위한 교육과정 상에서의 연계 실천 방안을 제시해 보았다. 그리고 실제 수학 교육 활동측면에서의 실천 방안으로서 활동중심 교수학습 자료의 개발, 수학 영역 설치를 통한 개별화 교육의 실천, 가정과의 협력 방안 등을 제시해 보았다.

• Communications of Mathematical Education
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• v.10
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• pp.19-30
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• 2000

초등학교 학생들의 창의성 신장은 수학 교수-학습 과정에서 꼭 고려해야 할 목표들 중의 하나이다. 창의성 신장을 위한 많은 시도들이 있었지만, 창의성 신장을 위한 학습자료들은아직 많은 연구 문제들을 남기고 있다. 본 연구에서는 초등학교 고학년 영재 아동들의 창의성 신장을 위해 100시간 분량으로 개발된 학습 프로그램을 소개하고, 개발된 자료들을 초등학교 교수-학습에 투입하여 얻은 긍정적인 결과들을 제시할 것이다.

• School Mathematics
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• v.13 no.1
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• pp.189-206
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• 2011

This study is to setup a mathematics PBL model that is right for elementary students. PBL models are developed and applied to actual courses and analyzed. So, a specific plan and practical understanding of PBL mathematics textbooks will be presented. But in order for this to happen, first the mathematics PBL model, that can realize 7th revised curriculum's goal, needs to setup and divided into knowledge, skill and attitude domains. Through this study, the general PBL model and the PBL model appropriate for elementary mathematics was amended and supplemented, this was then applied to courses and analyzed, and the below conclusions were realized. First, mathematical idealization stage is needed for mathematical PBL model. Since an elementary student is shortcoming in problem understanding and mathematical activity, a middle step that allows the student to understand the problem situation mathematizing and find a solution mathematically is desperately needed. Therefore, in this study, we named it the mathematical idealization stage and had it setup. Second, a mathematics information collection stage needs to be prepared for a successful PBL. Through this stage, the students will have an opportunity to gather the necessary information needed and restructure it to solve the problem. Third, the organization stage in mathematical PBL model needs to be strengthened. PBL is not just completed, through the best use of mathematics subject matter to solve the problem. Organization time is needed to allow the students to grow to a more deepened and advanced level. In conclusion, there is significance in providing a specific plan for mathematical PBL model, which can be seen through this study on applying and analyzing elementary mathematics and appropriate PBL models.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.159-178
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• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.461-483
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• 2017

The ability to think mathematically and to reason inductively are basics of logical reasoning and the most important skill which students need to acquire through their Math curriculum in elementary school. For these reasons, we need to conduct an analysis in their procedure in inductive reasoning and find difficulties thereof. Therefore, through this study, I found parts which covered inductive reasoning in their Math curriculum and analyzed the abilities and characteristics of students in solving a problem through inductive reasoning.

• Communications of Mathematical Education
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• v.10
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• pp.1-18
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• 2000

“초등학교 수학의 주된 목표는 수 감각 개발이 되어야 한다”는 Everybody Counts(NRC, 1989)치 주장에도 불구하고 여전히 초등학교 아동들에게는 적절한 수 감각이 개발되어 있는 것으로 보이지 않는다. 본 연구에서는 수학적 능력이 우수한 영재 아동들과 일반 6학년 아동들에게 개발된 수 감각을 비교해보고, 수 감각의 각 영역별로 분석해 봄으로써 아동들의 수 감각을 개발하기 위한 교수 학습에 시사점을 제공하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.655-676
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• 2008

This paper analyzed contents related to statistics in the 7th elementary mathematics curriculum in conjunction with main changes in the recent revised curriculum. This paper then provided detailed analyses of textbooks and workbooks in terms of main contents, instructional methods of graphs, and comprehension of graphs required to students in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that the issues and suggestions stemming from this analysis are informative in constructing new textbooks and workbooks.