• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.179-203
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.221-240
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• 2018

In this study, we focus on the classifying and representing data in the elementary mathematics curriculum for 1st and 2nd grades which have been rarely addressed in the previous studies. We analyze the significance of classifying and representing sata in terms of statistical problem solving and variability as the core of statistical literacy. As a result, the classifying and representing data are important for students to recognize the variability which is ubiquitous in the data and to construct distribution of data, respectively. They are reflected in the 2015 revised mathematics curriculum as the statistical literacy for addressing data. We suggest some implications to teach the classifying and representing data as the practice of statistical literacy education in their statistics classes for 1st and 2nd grades.

• Communications of Mathematical Education
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• v.9
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• pp.41-61
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• 1999

현대 사회의 가장 커다란 특성들 중의 하나는 사회의 다양성과 급속한 변화에 있다. 이러한 다양한 사회의 급속한 변화에 대응하기 위해선, 초등학교에서부터 학습자들의 개인적인 특성, 인성, 수학적 흥미를 고려한 수학교육이 이루어져야 한다. 제 7차 교육과정에서 ‘수요자 중심의 교육’을 강조하는 것도 이와 같은 맥락이라 할 것이다. 본 논문에서는 러시아의 초등학교(1-4학년) 수학 교육에서 다양한 학습자들의 수학적 재능과 흥미를 고려하기 위해 제시하고 있는 다양한 유형의 교육과정들을 살펴보고, 이를 통해, 우리 나라 초등학교 수학교육의 다양성 추구를 위한 몇 가지 가능성들을 제시할 것이다.

• The Mathematical Education
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• v.58 no.2
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• pp.263-282
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• 2019

The purpose of this study is to analyze the implementation of 2015 revised mathematics curriculum. This study focused on issues raised from the implementation. The teaching-learning methods for enhancing mathematical competencies, the amount and difficulty of mathematics in the 1st and 2nd grade, the level of vocabulary and sentence for students in the textbooks, and the support for successful implementation of the curriculum were collected and analyzed through questionnaires and interviews. As a result of the research, most of the teachers tried to improve the teaching and learning method considering mathematical competencies, but had difficulty in connecting contents and competencies. They also recognized that the amount and difficulty in the 1st and 2nd grade math, and the level of vocabulary and sentences presented in math textbooks were generally appropriate. However, they pointed out that the textbooks were over-emphasized in various ways out of basic calculation methods, and that the long sentences, which are not easy to read and understand by students who are not familiar with reading Korean, are included in the . They recognised that there is a large difference in level of reading Korean and understanding math among students. So we suggest that more active support is needed for the students who are learning slowly and the students who are having difficulty in reading Korean.

• Education of Primary School Mathematics
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• v.1 no.1
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• pp.45-58
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• 1997

초등학교 아동은 교육과정을 이수하면서 수 영역에서 자연수, 정수, 그리고 양의 유리수까지 학습하게 되어 있다(교육부, 1992). 초등학교에서의 유리수는 분수ㆍ소수를 의미하는 소박한 의미의 유리수를 의미한다. 여기서 유리수는 자연수와 정수를 포괄하는 수 체계적 의미로서 포함관계가 강조되지는 않는다.(중략)

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.61-72
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• 2004

본 연구는 예비 초등학교 교사들이 수학과에서의 ICT활용 교육을 이해하고 수업설계 부분을 강화한 ICT활용 교수 ${\cdot}$ 학습 과정안을 개발하는 능력을 키우기 위한 목적을 지닌다. 구체적으로, 예비 초등학교 교사들의 필수과목인 초등수학교육방법에 관한 강좌에서 수학과 수업 모형을 공부하고 ICT의 적극적인 활용 사례를 분석하며 기존의 과정안에 관한 비평 능력을 바탕으로 한 학기 프로젝트로써 초등수학 5학년과 6학년의 과정안을 개발한 사례를 논의한다. 교육과정 운영 및 과정안 개발 측면, 예비교사들의 ICT활용 교육에 관한 인식 등의 측면에서 연구${\cdot}$개발의 결과를 서술하고 본 연구로부터 얻을 수 있는 시사점에 대해서 논의한다.

• School Mathematics
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• v.15 no.4
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• pp.759-783
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• 2013

Both curriculum and textbooks play an important role in the process of didactical transposition from mathematics as a science to school mathematics. The 2009 revised national curriculum for mathematics introduced the system of grade-band, so its achievement criteria for mathematical contents tend to be addressed more and less generally in the curriculum. We need to investigate whether the achievement criteria were applied meaningfully in elementary textbooks for mathematics. This study aims to recognize the connection between the curriculum and the textbooks and make a suggestion for composing the following curriculum and its textbooks. To do this, we analyzed the mathematics textbooks for 1~2 grades in relation to the mathematical contents as per reconstructed one of curriculum achievement criteria, the mathematical terms and symbols, and the mathematical processes -mathematical problem solving, mathematical reasoning, mathematical communication. Based this analysis, futhermore, this study includes some didactical discussions and implications for development of mathematics textbooks in 3~4 and 5~6 grade-bands.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.415-442
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• 2010

If the philosophy of the curriculum is changed when the curriculum is revised, discussion about knowledge viewpoints in the changed philosophy is needed. The purpose of this thesis is to analyze elementary mathematics textbooks(EMT) based on the perspective of constructivism knowledge as basic philosophy of the 7th curriculum and the 2007 revised curriculum and to present aim of textbooks development through the results. According to the results, the number and operation units of 1st and 2nd grades of EMT compiled according to the 7th curriculum and the 2007 revised curriculum didn't reflect the perspective of constructivism knowledge as the philosophy of the curriculum. From the analysis, EMT were not composed so as to agree the perspective of constructivism knowledge that emphasize concepts, conceptua1 principles, variety, integration.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.167-183
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• 2012

In this paper I analyzed mathematics textbooks of elementary school in 1st curriculum. I found that they used the natural closed items and children's play. And they also delayed the introduction of the symbol and letters. Finally they had the system to practice what students learned repeatedly.