• Education of Primary School Mathematics
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• v.18 no.2
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• pp.141-154
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• 2015

This study analyzed storytelling in mathematics textbooks for third graders, which had been developed according to the 2009 revised mathematics curriculum. Storytelling are supposed to be composed of elements such as message, conflicts, characters, and plot, all of which should be consistent with and focused on unit contents. Especially, conflicts in storytelling should be so obvious that children can take an initiative in learning tasks to solve the problems required by the tasks. The analysis of storytelling in the introduction part in teacher's guides for the third-grade textbooks indicates the following: 1) messages are unclear; 2) conflicts are frequently absent (if any, they are unclear); 3) incidents attributable to textbook characters are insufficient; and 4) plots often lack plausibility. In order to achieve the purposes for which storytelling in mathematics textbooks is intended, storytelling should be reconstructed and improved, taking the roles that each component should serve into consideration.

• Journal of Science Education
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• v.47 no.3
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• pp.273-285
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• 2023

Measurement in elementary school mathematics is one of the mathematical concepts that is directly used in real life. This study is based on the fact that mathematics textbooks for 3-4 and 5-6 graders were developed as the government designed and authorized textbooks and the general measurement instruction process is condensed and presented considering the limitation of the textbook's space for the capacity and weight. Its contents were analyzed. The results are as follows. The contents of authorized textbooks and government designed textbook are different in detail but similar overall in comparative activities, recognition, and situation of the need for the introduction of standard unit and estimation activities. Through this, it is proposed that efforts are needed to reform national textbook policies and develop textbooks that can highlight the meaning of each measurement activity and focus on students' activities.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.227-246
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• 2024

The purposes of this study were to analyze the levels of cognitive demand and questioning types in tasks of 'Data and Chance' presented in elementary mathematics textbooks in Korea, the United States, and Australia. The levels of cognitive demand of textbook tasks were analyzed according to the knowledge and process and thinking types required in the tasks. The tasks were also analyzed for questioning types, answer types, and response types. As a result, in terms of knowledge and process and thinking types in tasks, all three countries had something in common: the percentage of tasks requiring 'representation' and process was the highest, and the percentage of tasks requiring 'basic application of skill/concept' was also the highest. From a thinking types perspective, differences were found between textbook tasks in the three countries in graph and chance learning. The results of analyzing questioning types showed that in all three textbooks, the percentage of observational reasoning questions was highest, followed by the percentage of factual questions. The proportions and characteristics of the constructing questions included in the U.S. and Australian textbooks differed from those in the Korean textbooks. Based on these results, this study presents implications for constructing elementary mathematics textbook tasks in 'Data and Chance.'

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.331-368
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• 2018

This study is derived from a student who can add without knowing the addition principle. To understand where the student's response come from, we came to analyse the curriculum contents of natural numbers, decimals and fractions addition principle. At the same time, we surveyed two different school of forty six sixth grade participants with questionnaires to determine whether it is a problem of the student or an universal one. As a result, we found that there is a room for improvement in the addition and connections of addition. We propose appropriate instructional method regarding connections of addition and addition principle of natural numbers, decimals and fractions. The conclude there is a close relation and differences among the principles of natural numbers, decimals and fractions in the proposed instructional method. Therefore, we need to consider and instruct the differences of the number expansion.

• School Mathematics
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• v.10 no.1
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• pp.23-42
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• 2008

The purpose of this study was to describe characteristics of thinking in elementary gifted students' solutions to algebraic tasks. Especially, this paper was focused on the students' strategies to develop generalization while problem solving, the justifications on the generalization and metacognitive thinking emerged in stildents' problem solving process. To find these issues, a case study was conducted. The subjects of this study were four 6th graders in elementary school-they were all receiving education for the gifted in an academy for the gifted attached to a university. Major findings of this study are as follows: First, during the process of the task solving, the students varied in their use of generalization strategies and utilized more than one generalization strategy, and the students also moved from one strategy toward other strategies, trying to reach generalization. In addition, there are some differences of appling the same type of strategy between students. In a case of reaching a generalization, students were asked to justify their generalization. Students' justification types were different in level. However, there were some potential abilities that lead to higher level although students' justification level was in empirical step. Second, the students utilized their various knowledges to solve the challengeable and difficult tasks. Some knowledges helped students, on the contrary some knowledges made students struggled. Specially, metacognitive knowledges of task were noticeably. Metacognitive skills; 'monitoring', 'evaluating', 'control' were emerged at any time. These metacognitive skills played a key role in their task solving process, led to students justify their generalization, made students keep their task solving process by changing and adjusting their strategies.

• Journal of Educational Research in Mathematics
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• v.16 no.2
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• pp.157-177
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• 2006

The concepts of ratio and proportion do not develop in isolation. Rather, they are part of the individual's multiplicative conceptual field, which includes other concepts such as multiplication, division, and rational numbers. The current study attempted to clarify the beginning of this development process. One fourth student, Kyungsu, was encourage to schematize his trial-and-error-based method, which was effective in solving so-called missing-value tasks. This study describes several advancements Kyungsu made during the teaching experiment and analyzes the challenges Kyungsu faced in attempting to schematize his method. Finally, the mathematical knowledge Kyungsu needed to further develop his ratio and proportion concepts is identified. The findings provide additional support for the view that the development of ratio and proportion concepts is embedded within the development of the multiplicative conceptual field.

• School Mathematics
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• v.11 no.1
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• pp.147-164
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• 2009

This study investigated the development of geometrical thinking levels of the under achievers at mathematics through supplementary classes according to van Hiele's learning process by stages using mathematical journal writing. We selected five under achievers at mathematics among the fourth graders. We examined their geometrical thinking levels in advance and interviewed them to collect basic data related to their family backgrounds and their attitude toward mathematics and their characteristics. Supplementary classes for the under achievers were conducted a couple of times a week during 12 weeks. Each class was conducted through five learning stages of van Hiele and journal writing was applied to the last consolidating stage. After 12th class had been finished, posttest on geometrical thinking levels was conducted and the journals written by the pupils were analyzed to find out changes in their geometrical thinking levels. The result is that three out of five under achievers showed one or two level-up in their geometrical thinking levels, though the other two pupils remained at the same level as the results by the pretest. Moreover we found that mathematical journal writing could provide the pupils with opportunities to restructure the content which they study through their class.

• School Mathematics
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• v.10 no.1
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• pp.63-78
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• 2008

This research studied the role of images between visual thinking and analytic thinking to contribute to the ongoing discussion of visual thinking and analytic thinking and images in mathematics education. In this study, we investigated the thinking processes of mathematically gifted students who solved tasks generalizing patterns and we analyzed how images affected problem solving. We found that the students constructed concrete images of each cases and dynamic images and pattern images from transforming the concrete images. In addition, we investigated how images were constructed and transformed and what were the roles of images between visual thinking and analytic thinking. The results showed that images were constructed, transformed, and sophisticated through interaction of visual thinking and analytic thinking. And we could identify that images played central roles in moving from visual thinking to analytic thinking and from analytic thinking to visual thinking.

• Journal of Science Education
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• v.41 no.3
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• pp.480-498
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• 2017

This study analyzed the errors of 6th graders of elementary school in problem solving process of the measurement domain. By analyzing the errors that students make in solving difficult problems, this study tried to draw implications for teaching and learning that can help students reach their achievement standards. First, though the students were given enough time to deal with problems, the fact that about 30~60% of students, based upon the problems given, can't solve them show that they are struggling with a part of measurement domain. Second, it was confirmed that students' understanding of the unit of measurement, such as relationship between units, was low. Third, the students have a low understanding in terms of the fact that once the base is set in a triangle then the height can be set accordingly and from which multiple expressions, in obtaining the area of the triangle, can be driven.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.63-77
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• 2016

SENKs (Students who Emigrated from North Korea to South Korea) are exposed to the general problem of Su-Po-Ja(mathematics give-uppers) as well as their own difficulty in learning mathematics. In this study, we conducted the FGI (focus group interview) in order to examine the recognition on mathematics teaching and learning in South Korea with 6 SENKs and 3 teachers who teach the SENKs. As a result, it was found that SENKs' had difficulties in understanding math because of the differences in math terminology used in South and that in North Korea, the unfamiliar problem situation used in math lesson, and the shortage of time for solving math problem. And the teachers reported that they had difficulties in teaching great deal of basic math, SENKs' weak will to learn math, and SENKs' lack of understanding about problem situation because of the inexperience about culture and society in South Korea.