• Education of Primary School Mathematics
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• v.26 no.4
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• pp.257-275
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• 2023

In this study, we designed and implemented a instruction emphasizing mathematical argument for fifth-grade students and analyzed the teaching practices. Through a literature review related to instruction emphasizing mathematical argument, we organized a teaching model of five phases that explain why the general claim that the sum of consecutive odd numbers equals a square number is true: 1) noticing patterns, 2) articulating conjectures, 3) representing through visual model, 4) arguing based on representation, 5) comparing and contrasting. Then, we analyzed the argumentation stream by phases to observe how the instruction emphasizing mathematical argument is implemented in the elementary classroom. Based on the results of this study, we discuss the implications of teaching a mathematical argument in elementary school.

• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• Communications of Mathematical Education
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• v.15
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• pp.93-98
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• 2003

최근 세계의 수학교육 동향은 모든 학생들이 수학을 이해하는 것을 돕고, 그들이 점차 증가하고 있는 기술 공학적 세계에서 수학을 사용할 수 있도록 준비시키기 위해서는 계산기나 컴퓨터를 적극 활용할 것을 권장하고 있다. 우리나라에서도 계산 능력 배양이 목표인 영역을 제외하고는, 복잡한 계산, 수학적 개념 ${\cdot}$ 원리 ${\cdot}$ 법칙의 이해, 문제 해결력 향상 등을 위하여 가능하면 계산기나 컴퓨터를 적극 활용하도록 하고 있다. 하지만, 아직까지 구체적인 활용 방침이나 범위, 구체적인 지도 지침이 없는 것은 계산기 활용과 관련한 연구가 부족하기 때문인 것으로 생각된다. 따라서 본 연구에서는 먼저 계산기 활용 방안을 살펴보고, 제 7차 교육과정에 따른 초등학교 5, 6학년 수학과 교과 내용 중에서 계산기를 활용할 수 있는 내용을 선정하여 구체적으로 그 활용 방안을 제시하고자 한다.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.239-259
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• 2019

The 2015 revised mathematics curriculum specified software education as a mandatory curriculum amid a trend in which the software environment was extended to daily life due to the fourth industrial revolution. It also calls for a paradigm shift in lessons that incorporate learning and evaluation by specifying a process-oriented assessment. This study focused on addition and subtraction classes based on computational thinking skills that integrate mathematics learning and evaluation. Two fourth grade classes of elementary schools in Seoul were selected to conduct a pre- and post- test of metacognition and mathematics achievement through quantitative research. Also, a mixed study was conducted to analyze students' activities and opinions in parallel. The results of the study confirmed that the computational thinking-based classes, which incorporate mathematics learning and evaluation, had a positive effect on the metacognition of elementary school students and the improvement of their achievement scores. In addition to those identified in this study, further studies on other factors are proposed.

• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• Communications of Mathematical Education
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• v.10
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• pp.81-96
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• 2000

국민형 pc의 보급, 학습자의 자기 주도적 학습능력을 향상을 위한 제7차 교육과정의 실현이 바로 앞에 다가오고 있다. 이러한 시대적 변화 속에서 초등수학교육도 수학적 사고력과, 창의력과 문제 해결력 향상을 위해 학습자의 직접적인 경험을 요구하고 있다. 여기에 수학과 교수-학습에서 컴퓨터 활용에 초점을 둔 방향의 전환이 필요하다. 현재 프로그램 중에서는 많은 사용자를 확보하고 접관이 용이한 엑셀프로그램을 동하여 수와 연산, 도형, 측정, 관계영역에서 활용 방안을 제시하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.15-37
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• 2015

As the value and importance of mathematical communication was recognized, mathematical communication in mathematics education has been strengthened more and more. Written communication as well as verbal communication is emphasized. On the other hand, storytelling is introduced for elementary students to learn mathematical concept more naturally and easily in the 2009 revised curriculum. So, we noticed that they are familiar with story. In this study, we analyze the story writing activity levels with a focus on story writing, and how to think about it. And we offer some suggestions about mathematical story writing activity.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.377-394
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• 2022

Criticism has been raised that the way of teaching weights in the 3rd and 4th graders of elementary school is different between the 2015 revised math curriculum and the 2015 revised science curriculum, causing confusion among elementary school teachers and students. This study tried to confirm the social recognition that should be considered in the process of didactic transformation which means transformation from knowledge to used into knowledge to taught and to compare the variations of didactic transformations differently according to didactic intentions. The research analyzes and synthesizes the root of the meaning of weight, weight in the international standard system of units SI, weight implemented in Korean mathematics curriculum and textbooks, Singaporean mathematics curriculum and textbooks, USA mathematics curriculum and textbooks, and Korean science curriculum and textbooks. Through this analysis, a pedagogical perspective on how to define and teach weight in elementary school as knowledge to be taught was derived.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.163-183
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• 2009

The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.