• Review of Korea Contents Association
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• v.1 no.2
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• pp.36-49
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• 2003

국민의 정부에서는 2000년 대통령 신년사에서 '세계에서 컴퓨터를 가장 잘 쓰는 국민'으로 육성하겠다는 의지를 표명함으로써 학교 현장에 본격적인 정보통신 기술 교육이 도입되게 되었다. 따라서 초등학교 1학년부터 고등학교까지 모든 학교급에서 정보통신기술 교육을 시행하는 시책을 2000년 2월 11일에 발표하였다. 이 시책은 21세기 지식 정보 사회의 생애 기술로 정착된 컴퓨터를 조기에 학교 교육을 통하여 체계적으로 교육하기 위하여 초등학교부터 고등학교까지 배워야 할 최소한의 정보 통신 기술 교육의 목표와 수준을 선정, 제시하기로 하는 한편, 현재 부분적, 선택적으로 실시되고 있는 컴퓨터교육을 2001학년도부터 단계적으로 모든 학년에서 시행하기로 한 것이다. (중략)

• School Mathematics
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• v.15 no.4
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• pp.683-699
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• 2013

At the point when textbooks based on storytelling have been used in math classes for elementary first and second grades, this research analyzed any changes in perspectives of in-service teachers towards storytelling education, to promote further application for teaching and learning math by storytelling in the future. 30 in service teachers who have used math textbooks based on storytelling were surveyed in March and in July, 2013. For the better understanding of the survey results, four of the subjects were selected and interviewed. Consequently, teachers' perspectives towards the appropriateness and efficiency of the storytelling education did not change significantly. It also suggested that the most suitable area for storytelling is measurement, the least suitable area is geometry, and storytelling by real-life applications is effective in teaching elementary math.

• Journal of dental hygiene science
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• v.11 no.6
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• pp.521-526
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• 2011

The purpose of this study was to evaluate the long term effect of school-based oral health program on decrease of dental caries among elementary school children. The subjects of this study were total 727 students of one elementary school in Deagu, Korea. They had received school-based oral health programs for more than one year since 2004. This school-based oral health program included regular oral examination, fluoride mouth-rinsing, pit-and-fissure sealing, APF gel application, tooth brushing instruction and take the xylitol tablet after lunch during school days. The subjects' oral health status were examined by two calibrated dentists every year from 2004 to 2009. The DMFS index of $1^{st}$ grade to $6^{th}$ grade experimental and control group was 0.07, 0.39, 0.55, 0.67, 0.81, 1.79 and 0.31, 0.86, 1.07, 1.04, 2.71, 3.08 respectively. It's significantly different in $5^{th}$ grade(p<0.001) and $6^{th}$ grade(p=0.018) when it compare with control group. This study partially showed effect of school-based oral health programs on decrements of dental caries. This program should be expanded widely among elementary school in Korea. Xylitol tablet also recommended to included in school-based oral health programs.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.93-117
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• 2019

Considering precedent studies in which research subjects are mainly confined to secondary school students or higher grade students of elementary schools, we can notice that there has been implicit agreement that instruction of mathematical modeling is quite difficult to lower grade students of elementary schools. Compared to this tendency, this study aims to examine the possibility of instruction of mathematical modeling for all of school ages, and more specifically, the applicability of mathematical modeling tasks to lower graders. To do this, we developed a mathematical modeling task proper to cognitive characteristics of lower graders and applied this task to the second graders. Based on the research results by lesson observation and the teacher's reflection, some didactical suggestions were induced for teaching the lower grade elementary school students mathematical modeling.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.129-149
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• 2020

This study reports the results of analyzing the learning opportunities about the plane figures provided by the first and second grade mathematics textbooks. The plane figures that students learn during this period are important in that it serves as the basis for the later geometric education. With assumptions that mathematics learning is related to the problem of meaning and that meaning-related activity can be viewed as a symbolic activity, it adopts and uses the perspectives and tools of semiotics to analyze the learning opportunities provided by the mathematics textbook. The analysis of the semiotic process of the textbook activities revealed the significance of learning opportunities and helped to distinguish the seemingly similar learning opportunities. Based on the results of the analysis, I discussed the link between learning opportunities provided by grade 1 and grade 2 mathematics textbooks. Finally, the paper concludes with suggestions and conclusions and suggestions for further research.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.389-399
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• 1999

The purpose of this study was to identify children's mental models of the free-fall objects. This study examined children's prediction and observation about the free-fall of objects. The experimental procedure involved conducting interviews with first-, third-, fifth-, and seventh grade students. The interview had three phases: Prediction, explanation, and observation. During the prediction phase, the object pairs which varied on the dimensions of size, weight, shape, color were presented to students. The students were asked to predict what would happen if the objects were dropped simultaneously. During the explanation phase, the students were asked to explain how they arrived at their answers. During the observation phase, the students observed the free-fall of the object pairs and were asked to describe what they saw. The results showed as follows. (1) Fifth-and seventh grade students made more correct predictions than first- and third grade students. (2) The conflict problems, object pairs involving the dimensions of size and weight, were the most difficult for students to accurately predict. (3) With regard to observations, there was a non-significant effect of grade, indicating equivalence in the number of correct observations made by first-, third-, fifth-, and seventh graders. (4) The conflict problems were the most difficult for students to correctly observe. (5) First- and third grade students showed a significant difference between prediction and observation about the free-fall of objects. However. no difference was found in the fifth- and seventh grade students.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.89-108
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• 2020

Since arithmetic is the foundation of school mathematics, it needs to be taught meaningfully in the direction of improving arithmetical thinking levels of students beyond the fluency of computing skills. Therefore, in this study, the arithmetical thinking levels of 100 students in 5th grade were analyzed by applying the arithmetical thinking level test. As a result, 82 students were at 1st level and 15 students were at 2nd level of the arithmetical thinking. I analyzed the characteristics of arithmetical thinking and types of errors and misconceptions made by the students, and derived some didactical implications for arithmetic education in elementary school mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.38-47
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• 2019

The purpose of this study was to identify latent classes in executive function difficulty of first graders depends on evaluations from their mother and teacher and to investigate how its related with their school adaption and academic performance in second grade. Based on the model of the latent profile analysis, the 8th and 9th wave data from Korean Children and Youth Panel Survey were analyzed. The results of this study were as following. First, results showed that there were three types of latent classes in the executive function difficulty depend on evaluations from their mother and teacher: 'low executive function,' 'students who were highly evaluated by mother,' and 'students who were highly evaluated by teacher.' Second, students' executive function difficulty had a direct effect on the students' school adaption and academic performance in their second year of school. Especially students who were evaluated as having the lowest executive function difficulty showed significant higher means than students who were evaluated higher by mother and teacher. This study emphasized the importance of multiple evaluation in students' executive function difficulty to provide an educational intervention.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.263-285
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• 2010

It is necessary to accumulate the studies on the practical learning and teaching for the Mathematical talent education in elementary school. In this study, I set the 4th grade children mathematically gifted in elementary school to pose the various number calculating formulars, 4 4 4 4 = 0, 1, 2,$\cdots$10, by using to +, -, ${\times}$, $\div$, ( ). And I analysed their products. In 2007, I gave the same task to 5th graders and got a significant result. To expand the target of my study, I used the same investigating method for children of different graders. As a result, I conclude that math brains in 4th grade also can create various many number calculating formulas. I find that children pose to various many calaulating formulars becoming 0, 1, 8, 4 in order whereas they pose to a little calaulating formulars becoming 10, 6, 5, 9 orderly. Most errors are due to the order of calculation or confusion about parenthesis. This study contributes to test methods and text development for math brains in elementary school.

• 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$\gg$.