• 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.

• Communications of Mathematical Education
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• v.9
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• pp.73-81
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• 1999

7차 교육과정을 시행에 앞서, 현재 초등학생들이 수학을 어떻게 생각하고 있으며, 어 떤 이유로 수학에서 학습 부진을 느낄까? 라는 문제의식을 갖게 되었다. 그래서 정규교육의 첫 단계인 초등학교 수학교과에 대한 인식 및 학습 부진에 관한 연구를 시행하고자 했다. 본 연구대상은 대전 ${\cdot}$ 충남 지역에 소재하고 있는 6개 초등학교 6개 반을 선정하여 발달사고과정에서 자신의 생각을 분명하게 나타낼 수 있는 4학년에서 6학년을 연구대상으로 선정하여 교과요인에 대한 설문조사를 하였다. 본 연구는 수학교과에 대해초등학생들이 어떤 생각을 가지고 있고, 어떤 교과요인을 학습하는데 어려움을 느끼는지를 알아봄으로써, 본 연구 결과를 기초로 중학생 ${\cdot}$ 고등학생 ${\cdot}$ 대학생들까지 연속하여 수학교과에 대한 인식을 조사하고 함이며, 새롭게 시행될 7차 교육과정에서의 수학교과 구성면과 수학 학습 및 교수 방법론에 보다 바람직하고 효과적인 시사점을 제공하고자 한다.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.235-247
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• 2015

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• 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)

• Journal of Science Education
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• v.45 no.3
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• pp.317-325
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• 2021

The purpose of this study is to analyze the readability of the 2015 revised elementary science textbooks at the vocabulary and sentence levels, and to provide an opportunity to use vocabulary and sentences with an appropriate level of readability for writing textbooks in the future. To do this, the readability of the 2015 revised elementary science textbook was analyzed and the vocabulary and sentence level the readability of sentences defining scientific terminology were analyzed. The results were then compared to the readability of previous curriculum textbooks. The results are as follows: first, the grade average of vocabulary remained at 1.5-2.1, with vocabulary appropriate to the elementary school level being used on average. However, grades 4 to 5 vocabulary are distributed at a relatively high rate. Second, the sentence-level analysis shows that the sentence lengths for the third and fifth grades were relatively long and the percentage of simple sentences was low. Third, compared to other curriculum textbooks, it was confirmed that the proper level of readability was maintained at the vocabulary level, but that the sentence lengths and the percentage of simple sentences could adversely affect the readability of third-grade science textbooks.

• Design Convergence Study
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• v.14 no.2
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• pp.1-16
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• 2015

As childhood obesity and nutrition imbalance emerge as social issues in South Korea today, the development of education materials on diets and nutrition has become important and has been attempted in diverse ways. The present study was conducted on early elementary school students with the objective of establishing directions for the design of personalized nutrition education materials that can promote a proper, balanced diet for children through application in daily life of knowledge acquired from self-learning linked to nutrition education that is taking place in their schools. For this purpose, a review of previous theoretical literature on nutrition education for early elementary students was performed. Survey questions were formulated based on the advice of field experts in medicine, education, and design and the survey was conducted among 110 children from 1st and 2nd grade in two elementary schools, one in Seoul and the other in Changwon. The results obtained from the user evaluation suggested that the early elementary school students showed positive reaction to nutrition education, had preference for the type of learning using multimedia-based contents and quiz activities, were willing to learn about calorie-adjusted meals, preferred the Gothic typeface and orange and green colors. Furthermore, they showed positive opinion on the use of numerical surveying method and pictorial style similar to actual appearance in connection with nutrition-related information representation. and preferences regarding learning styles and design elements

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.169-187
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• 2014

The purpose of this study is to analyze responses of children and teachers in elementary school to math texts applying storytelling in use, and propose some efficient methods for teaching the noumenon of math concept via storytelling math according to analyzed results. For this purpose, we choose 2nd grade children and teachers in J Province for the effects of the storytelling questionnaire study. The results of the survey lead that most children add zest to the math and most teachers are positive to the storytelling math, however, some of low-level and high-level math children lose their interest in math, and some teachers need some systematic devices to help them understand sufficiently and can teach the storytelling math meaningfully. Therefore, there seems to be needed a program that help children develop the achievement of math and teachers teach the storytelling math expertly.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.433-446
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• 2004

We must know computer terms to use, learn, and understand efficiently. It is important for the elementary school students who learn computer for the first time to understand computer terms correctly. This study investigates a computer terms in the elementary school computer textbook which have been used currently at the elementary school, selects suitable computer terms for the elementary school student, analyzes and classifies them as a 1 2th grade, a 3 4th grade, 5 6th grade by the elementary school computer curriculum, and also classifies those as information ethics, computer basic, application software, computer communication by the category. The expectations of this study are as follows. First, the result of this offers teacher to a computer terms guidance for usability which is essential to elementary school's computer class. Second, this can be used as a reference in making a elementary computer textbook or studying and training textbook for teachers. Third, this offers teachers to an important criteria when they select a computer textbook for elementary student in elementary school.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.481-490
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• 2022

With the development of computing technology, the big data era has arrived, and we live with a lot of data around us. Elementary school students are no exception. Therefore, it is very important to learn to process data from elementary school. Since elementary school students have intuitive thinking, data visualization, which expresses data directly in pictures, is an important learning element. In this study, we study how effective elementary school students can visualize data in their daily lives to improve their information processing capabilities. Adata visualization program was developed by organizing and visualizing data using data visualization tools for the 8th class, which can be done by third graders in elementary school, and then experiencing the process of interaction. As a result of applying the developed program to 186 students in 7 classes, knowledge information processing competency factors were evaluated before and after class. As a result of the pre- and post-test, there was a significant difference in knowledge information processing capabilities. Therefore, the data visualization program developed in this study is effective.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.153-176
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• 2010

The purpose of this study is to rethink the importance of manipulative materials and to extract of manipulative materials program and its application methods. Activity, construction, and operation is stressed in the elementary mathematics. For this, various technological tools and manipulative materials is emphasized in mathematics teaching-learning methods. Applications of manipulative materials in the elementary mathematics is gradually increased together with curriculum revisions and textbook developments. As a result, tangram, geo-board etc., many tools ate introduces to school mathematics. This study is executed in this contexts. To achieve this, We introduce Australian 'Maths With Attitude' program. This program is composed of the primary level and secondary level. Each level consists of four domains - Number & Computation, Space & Logic, Chance & Measurement, Pattern & Algebra -, and each domains is made up of 20 tasks(i.e. manipulative materials) and programs. This study takes the focus to 5-6 grades programs in the mid of the primary level. First, We introduce 'Monkeys & Bananas'(Number & Computation) and 'Triangles & Colours' (Pattern & Algebra) tasks, and investigate the examples of lessons using these tasks. Second, We think the probability of these tasks' application and draw examples in the elementary mathematic textbooks. Through this works, We respect teaching-learning methods is rich and various in the elementary mathematics lessons.