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

• School Mathematics
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• v.9 no.2
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• pp.313-326
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• 2007

Recently in algebra curriculum, to recognizes and explains general nile expressing patterns is presented as the one alternative and is emphasized. In the seventh School Mathematic Curriculum regarding 'regularity and function' area, in elementary school curriculum, is guiding pattern activity of various form. But difficulty and problem of students are pointing in study for learning through pattern activity. In this article, emphasizes generalization process through research activity of pictorial/geometric pattern that is introduced much on elementary school mathematic curriculum and investigates various approach and strategy of student's thinking, state of symbolization in generalization process of pictorial/geometric pattern. And discusses generalization of pictorial/geometric pattern, difficulty of symbolization and suggested several proposals for research activity of pictorial/geometric pattern.

• Communications of Mathematical Education
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• v.14
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• pp.1-25
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• 2001

초${\cdot}$중등학교 수학교육에 있어서 문제해결에 대한 관심은 전세계적으로 점점 높아지고 있다. 우리 나라 에서는 문제해결 교육을 제 4차 교육과정 개정부터 시작하여 제 7차 교육과정에서도 아주 중요시 하고있다. 이렇게 교육과정의 변화에도 불구하고 수학 교육헌장에서 교사들의 문제해결에 대하여 갖는 인식도나 실천적 의지는 매우 부족하다. 이런 관점에서 첫째는 문제해결력에 관한 제 7차교육과정의 교과서를 분석함으로써 문제해결 지도에 사용되고 있는 문제의 유형을 분석하였다. 둘째는 교사들의 설문지를 통하여 수학 교육에서 문제해결을 위한 교사의 신념을 조사하여 교육 현장에서 문제해결력의 문제점을 분석하여 앞으로의 개선책을 알아본다.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.483-501
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• 2013

The present study is to focus on thinking about the possibility of using mathematical modeling in the elementary schools. As well-known, mathematical education in Korea, even though students' high achievement in mathematics, has a lot of problems regarding their attitudes toward mathematics. Mathematical modeling is regarded as playing an important role in helping improve the current problems embedded in elementary mathematics education. Thus, this study reviewed the background that mathematical modeling attracted lots of attentions by many mathematics researchers, the definitions of mathematical modeling and the similarities and differences between problem solving and mathematical modeling. In addition, the processes and main features of well-known three representative models of mathematical modeling were reviewed, and each case of research on mathematical modeling in the elementary schools in Korea and foreign countries was introduced, respectively. Finally, this study suggests that mathematical modeling needs to be dealt with in the elementary school curriculum, together with the improvement of teachers' recognition for mathematical modeling.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.1-17
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• 2005

The purpose of this paper was to investigate the mathematical knowledge and perspective of elementary school teachers in the development and evaluation of students' mathematical tests, analyse test questions, and suggest several principles for the several issues of making and evaluating test-questions. The researcher surveyed 268 elementary school teachers who attended a teachers training program at the A university during January, 2005. The data were analysed by the patterns. The patterns were ambiguity or uncorrectly-described test questionnaires, wrong interpretation of students' responses by the teachers, teacher's deficiency of student' levels and perspectives of mathematics, problematic questionnaires against test-making method, and so forth. Teachers are encourages to cross check to avoid the above problems, to have a strong mathematical knowledge, and to see students' mathematical answers in a flexible manners.

• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.37-51
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• 2013

'Sentence posing' is newly given in the third through sixth grade mathematics textbooks of the revised 2007 curriculum to confirm students' understanding on mathematical concepts of definitions. In this paper, we discuss the role of the sentence posing in the third grade mathematics textbooks on the basis of the problems occurred in third graders' sentence posing activities. Overall, it turned out that the role of the sentence posing was somewhat restrictive. Hence the sentence posing needs to be applied to check whether students can properly use the definitions in real life situations. In addition, it is necessary to employ the present role of the sentence posing to confirm students' understanding on mathematical concepts of definitions selectively according to the concepts of definitions.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.441-457
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• 2014

This study starts with the idea that Korean mathematical word 'byon' which means 'side' of polygons or angles is very ambiguous. The purpose of this study is to make the concept and range of 'byon' clear and to suggest the ideas which can help children understand the concept of 'byon'. For this, various dictionary and the past Korean mathematics curriculums are reviewed. As a result, two attributes 'byon' has are identified and some reasons which block children from understanding 'byon' are detected in its introduction method of mathematics text books and inkhorn of the mathematical term. Finally, two different ideas for helping children understand the concept 'byon' are suggested based on the conclusion of this research.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.507-527
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• 2019

At the time when textbooks were developed and applied according to the 2015 revised curriculum and At the time of developing new test textbooks, it is necessary to examine the contents of the textbooks based on the 2015 revised curriculum and the responses of field teachers. Therefore, this study conducted a questionnaire survey for elementary school teachers on how teachers perceive and evaluate elementary mathematics textbooks (math textbooks, mathematics learning books, teacher guidebooks) developed and applied based on the 2015 revised curriculum. The results were analyzed.

• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.261-278
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• 2022

The purpose of this study is to develop an assessment to diagnose difficulties in learning mathematics and misconstructions that elementary students have. With thorough theoretical background and analysis of mathematics curriculum documents, we established learning trajectories for the following content areas in grades 3 to 6: number and operation, regularity, data and chance, geometry, and measurement. Then, the research team created the assessment items targeting a specific stage in the learning trajectories and including item options to identify possible misconceptions. Based on the unified validity theory, we reported the detailed procedure of the assessment development and the evidence for the content, substance, and structural validity of the assessment. We collected the data of 675 elementary students. Rasch measurement modeling was applied, and Cronbach's alpha was estimated. We considered how to report students' assessment results to teachers appropriately and immediately, which suggested important implications for supporting teaching and learning mathematics in elementary schools. We also suggested how to use the assessment developed in this study in online and distance learning environments due to the COVID-19 pandemic.