• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.1-16
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• 2013

The primary purpose of this study is to survey multiplicative thinking levels and its characteristics of third graders in elementary school and to analyze how to use it when they solve the proportional problems. As results, the transition thinking ranked the highest among the four kinds of thinking levels when the $3^{rd}$ graders solved the multiplication problems. It means that the largest numbers of students still can not distinguish the additive and multiplicative situations completely and remain in the transition thinking, which thinks both additively and multiplicatively. In addition, the performance of solving proportional problems was distinguished from the levels of thinking. Through this study, we can give some implications of the importance of multiplicative thinking and instructional methods related to multiplication.

• The Mathematical Education
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• v.51 no.2
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• pp.95-114
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• 2012

This study examines the use of ill-structured problem to help the 4th graders' problem solving and reasoning. It appears that children with good understanding of problem situation tend to accept the situation as itself rather than just as texts and produce various results with extraction of meaningful variables from situation. In addition, children with better understanding of problem situation show AR (algorithmic reasoning) and CR (creative reasoning) while children with poor understanding of problem situation show just AR (algorithmic reasoning) on their reasoning type.

• The Mathematical Education
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• v.48 no.3
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• pp.287-302
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• 2009

This study investigated how 5th grade students found and understood triangle congruence conditions (SSS, SAS, ASA). In particular, this study focused on children's processes of discovering triangle congruence conditions and the obstacles which they encountered in the process of making sense of these conditions. Our data indicates that inquiring the cases in which less than three factors of triangle are given is helpful for children to guess triangle congruence conditions and understand the minimal characteristic of these conditions. And the degree of difficulty of discovering each congruence condition is different. Children discovered SAS condition and ASA condition easily, but it was hard for them to discover and understand that SSS was also a triangle congruence condition because they connected the length of a given side with the use of a scaled ruler not a compass.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.109-128
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• 2020

South Korea places the core of public education in school education, and textbooks are compiled based on curriculum announced by the Education Ministry. Therefore, the compilation of high-quality textbooks is very important and requires more than just revising the curriculum. Korea had been working on developing textbooks several times, but it has been evaluated as a uniform textbook in terms of external system and editing design compared to advanced foreign textbooks. This can be said to be the result of the based to only the textbook's internal system, which should be dealt with in the textbook when compiling the textbook. The textbooks which were developed at seventh curriculum were made remarkable changes in the history of South Korea textbooks. In this study, we want to examine the nation's state-authored textbooks, from the seventh textbook to the current textbook in 2015 by order of magnitude and to give a careful look at what aspects of the changes are being made. To this end, the composition of textbooks is analyzed by dividing them into external and internal systems. The external system of textbooks focuses on changes in plate form, shape, lipid, color, and illustration, while the internal system focuses on changes in the composition system of the unit, the composition system of the contents by lesson, and the style of question. As a result, we led to a significant conclusion on the changes in textbooks.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.537-556
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• 2011

This paper focuses on proportional reasoning being emphasized in today's elementary math, and analyzes the way students use their proportional reasoning abilities and strategies according to their academic achievement levels in solving proportional problems. For this purpose, various types of proportional problems were presented to 173 sixth-grade elementary school students and they were asked to use a maximum of three types of proportional reasoning strategies to solve those problems. The experiment results showed that upper-ranking students had better ability to use, express and perceive more types of proportional reasoning than their lower-ranking counterparts. In addition, the proportional reasoning strategies preferred by students were shown to be independent of academic achievement. But there was a difference in the proportional reasoning strategy according to the types of the problems and the ratio of the numbers given in the problem. As a result of this study, we emphasize that there is necessity of the suitable proportional reasoning instruction which reflected on the difference of ability according to student's academic achievement.

• School Mathematics
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• v.18 no.1
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• pp.1-14
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• 2016

In this paper, in order to lay the foundation for clearly determining the scope of contents handled in elementary math textbooks in Korea, what may be issues are discussed with respect to the contents handled in the current math textbooks. First of all, handling of percent point, concave polygons, and possibilities of event that will happen are discussed, the handling of them can be a issue in the sense of inconsistencies to the curriculum. Next, handling of fractions attaching units of discrete quantities and fractions attaching 'times' are discussed, the handling of them can be a issue in the sense of gap between everyday life and definition in math textbooks. Finally, handling of representing natural numbers into fractions and the positional relationship of geometrical figures are discussed, the handling of them can be a issue in the sense of a logical jump. The following three implications obtained from these discussions are presented as conclusions. First, it is necessary to establish clearly the relationship of textbooks and curriculum. Second, it is necessary to give attention to using the way to define or deal with concepts in math textbooks mixed with the way to use them in everyday life. Third, it is necessary to identify and eliminate the logical jumps in math textbooks.

• Journal for History of Mathematics
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• v.20 no.1
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• pp.57-72
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• 2007

Recently, dissection puzzles such as pentominoes have been used in mathematics education. But they are not actively applicable as a tool of problem solving or introducing mathematical concepts since researches about the historical background and developments of mathematical applications of such puzzles have not been effectively accomplished. In this article, in order to use pentominoes in mathematical teaming effectively, we first investigate geometric problems related to dissection puzzles and the historic background of development of pentominoes. And then we collect and classify data related to pentomino activities which can be applicable to mathematics classes based on the 7th elementary school national curriculum. Finally, we suggest several basic materials and directions to develop more systematic learning materials about pentominoes.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.83-91
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• 2013

The Ministry of Education issues STEAM education as a part of convergence. Most important is "How to achieve goals of STEAM education". The goal of this paper searches possibilities that robot is a good tool for STEAM education. The main topic is photosynthesis unit as circumstantiation and "Deep sea exploration robot", is creative activity, in elementary science subject. Students complete 13 basic course about robot, then accomplish subject-oriented 10 robot application course about above topic. Basic course contains math and science elements that students learn in regular curriculum. Application course is organized following steps, photosynthesis with oxygen sensors, brainstorming, idea derivation, robot design, robot construction, demo and presentation and so on. These courses have elements of STEAM. Finally teacher has face-to-face meeting with parents and students. Most have positive aspects about this process in terms of creativity, study attitude, and school life. Specially low-ranking students win a prize in robot competition. So they can gain confidence and accomplishment. This paper don't show statistic chart, but we surely knew that robot education for STEAM education seriously affect creativity huminity and job search.

• School Mathematics
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• v.7 no.4
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• pp.445-467
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• 2005

The purpose of this study was to investigate mathematics teaching of an elementary school teacher and to understand the meaning of it. This study was a qualitative case study using by analyzing metaphors. The notion of metaphors was newly set up. Traditionally, it had been regarded as a mere tool for better understanding, but it was recognized as the primary source of all of our concept(Sfard, 1998). The subject of this case study was a researcher 'I' and also an elementary school teacher. The three selves named Mee1, Mee2, Mee3, respectively. Mee1 was the 'I' who developed the 4th graders' activities on mathematical patterns in 1996 and wrote mathematics textbook for the 4th graders in 1998-1999. Mee2 was the 'I' who taught mathematical patterns to her students in 2002. Mee3 was the 'I' who criticized the teaching of Mee2 in 2005. [ADVENTURE], [HIDE-AND-SEEK], and [FIREWORKS DISPLAY] were deter-mined to be key metaphors of mathematics teaching. [ADVENTURE] of Mee] was focused on profound understanding of mathematics, [HIDE-AND-SEEK] of Mee2 on construction of mathematics, and [FIRE-WORKS DISPLAY] of Mee3 on making meaning and participating in communities. Studies of metaphors give us the power of understanding mathematics teaching and also generate it. And viewing mathematics teaching via metaphors makes teaching studies open to new ways.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.435-455
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• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.