• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.21-38
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• 2012

In this study, elementary mathematics textbooks from grade 1 to grade 6 of Korea and Yanbian Korean Autonomous Prefecture are compared. This study is limited to number area. In this study, textbooks of Korea are developed according to the 2007 curriculum and published between 2009 and 2011 and textbooks of Yanbian are published between 2009 and 2010. Seven implications for developing Korean textbooks can be drew from Yanbian textbooks as conclusions. First, it is necessary to consider using counters to teach place values. Second, it is necessary to consider reading inequalities in style of one to one correspondence between signs and words. Third, it is necessary to consider mentioning explicitly that it is possible to express the concrete whole which has a continuous quantity as natural number 1. Fourth, it is necessary to consider introducing term of fraction line that separates the numerator and denominator. Fifth, it is necessary to consider mentioning explicitly the properties of the fraction. Sixth, it is necessary to consider broadening examples to use decimals. Seventh, it is necessary to consider stating clearly that it is possible to make an additional place of decimals by adding a zero at the right end of the decimals.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.143-168
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• 2019

Along with the significance of algebraic thinking in elementary school, it has been recently emphasized that the properties of number and operations need to be explored in a meaningful way rather than in an implicit way. Given this, the purpose of this study was to analyze how third graders could understand the properties of operations in multiplication after they were taught such properties through a reconstructed unit of multiplication. For this purpose, the students from three classes participated in this study and they completed pre-test and post-test of the properties of operations in multiplication. The results of this study showed that in the post-test most students were able to employ the associative property, commutative property, and distributive property of multiplication in (two digits) × (one digit) and were successful in applying such properties in (two digits) × (two digits). Some students also refined their explanation by generalizing computational properties. This paper closes with some implications on how to teach computational properties in elementary mathematics.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.239-259
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• 2019

The 2015 revised mathematics curriculum specified software education as a mandatory curriculum amid a trend in which the software environment was extended to daily life due to the fourth industrial revolution. It also calls for a paradigm shift in lessons that incorporate learning and evaluation by specifying a process-oriented assessment. This study focused on addition and subtraction classes based on computational thinking skills that integrate mathematics learning and evaluation. Two fourth grade classes of elementary schools in Seoul were selected to conduct a pre- and post- test of metacognition and mathematics achievement through quantitative research. Also, a mixed study was conducted to analyze students' activities and opinions in parallel. The results of the study confirmed that the computational thinking-based classes, which incorporate mathematics learning and evaluation, had a positive effect on the metacognition of elementary school students and the improvement of their achievement scores. In addition to those identified in this study, further studies on other factors are proposed.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.1-14
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• 2021

Mathematics anxiety is a term for emotional and physical resistance to mathematics. Understanding students' mathematics anxiety is important not only in terms of improving mathematics academic achievement, but also in nurturing mathematics manpower necessary for the future society. In particular, mathematics anxiety is most likely to occur in elementary school, and it has a negative effect on subsequent learning. Therefore, it is important to understand the aspects of students' mathematics anxiety in elementary school. In this study, I presented the patterns of changes in students' mathematics anxiety over time and statistically verified them. As a result of a follow-up survey of 249 elementary school students' mathematics anxiety for 3 years from 4th to 6th grade, it was found that, rather than having a special pattern related to the formation of math anxiety, it may increase and decrease and vary depending on individual confirmed. Later, in this study, five patterns of Mathematics anxiety patterns were identified through statistical analysis. In addition, I confirmed that the students' interest about teachers' mathematics lessons was consistently influencing the change in mathematics anxiety. The results of this study will increase students' understanding of the formation of mathematics anxiety and can be used as basic data for the development of teaching and learning materials related to mathematics anxiety in the future and subsequent research.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.523-544
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• 2009

The object of this study is to analyze manipulative materials in the Pattern & Algebra field of Maths300-Maths with Attitude, Australian school mathematics program with manipulative materials to search meaningful ways for school mathematics. To accomplish these projects, 20 manipulative materials in the Pattern & Algebra field of the Maths with Attitude are introduced and each manipulative materials can be used are searched according to grades and fields of Korean educational course. And 4 mathematics classes for 3rd and 5th grades(two for each grades) with manipulative materials are performed and effect of these classes are examined by recorded data and students' opinions are inquired by questionnaire. First, We analyze Pattern & Algebra of the Maths with Attitude 20 manipulative materials such as 4ARM SHAPES, ADDITION TOTALS, ICE CREAM FLAVOURS, THE LAND OF ET, etc. In this analysis, plans for utilizing the manipulative materials are categorized in 9 types. Second, by students' handling these kinds of manipulative materials in classes, their interest in mathematics is increased and voluntary and creative classes out of the conventional ones can be made. Also, students' self-confidence in mathematics and active participation is animated. This kind of manipulative materials are introduced in the educational field of elementary schools, plans for utilizing the teaching aids in the field are analyzed, the teaching aids are practically applied to classes, and the effect and meanings for mathematics classes are examined. With this research, another researches about the introduction and utilization of other various manipulative materials for motivating students to efficiently understand what they learn in mathematics class of elementary schools are required.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.370-379
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• 2020

The purpose of this study is to estimate the longitudinal changes in the academic achievement of Korean adolescents who transition from elementary to middle school and examine the individual and social factors of the changes using piecewise growth modeling. For this study, the Multicultural Adolescents Panel Study (MAPS) data from 1st to 6th waves (4th-9th grade) were used. The results are as follows. First, the results showed that the piecewise growth function was the most appropriate method to explain changes in the academic achievement of Korean adolescents with respect to the time of vacation. Second, adolescents' academic achievement declined constantly and was greater for middle school students. Third, parental efficacy, self-esteem, and support from friends had a significant positive effect, while uninvolved parenting and acculturation stress had a significant negative effect on the initial value of academic achievement. Self-esteem and support from friends in the 4th grade prohibit its decline in the first change rate of academic achievements. Meanwhile, acculturation stress for 4th-grade students accelerates the decline of academic achievement.

• Journal of The Korean Association of Information Education
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• v.24 no.3
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• pp.255-263
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• 2020

The purpose of this study is to find out the perception of parents in order to develop a software education program for elementary students convergence with English. A survey was administered to 120 parents asking perceptions about SW education in schools and preferences about English-SW convergence programs for their elementary school children. The results shows that the parents think the current 17 hours of SW education provided at elementary schools is not enough and also they hoped the education started at an earlier grade than the current 5th·6th graders. Most parents perceived English is helpful in SW education and answered strongly for the need of English-SW convergence programs. A two-week program with the ratio of 6(SW):4(English) was the most preferred according to the study. As for regional differences, the parents in Seoul and Gyeonggi Province wanted SW education as after-school programs in elementary schools whereas, parents in Chungcheong Province expected SW education programs be provided from near-by universities. It is hoped that with the results of this study various English-SW education programs are developed and operated.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.194-209
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• 2023

This study aims to present implications for the appropriate establishment and development of a science-authorized textbook system through an understanding of the process of selecting science-authorized textbooks and analyzing the perception of teachers. Toward this end, this study conducted interviews with five elementary school teachers who participated in the science textbook selection process, surveys on 32 teachers, and analysis on the authors of the textbooks. The result demonstrated, first, that the "opinion gathering" stage was the most important one, and a council was formed in consideration of career and major. Moreover, the evaluation standard was reorganized and used according to the situation of the school. Second, in the process of opinion gathering, the teachers used a method for reviewing the entire textbook for each teacher. Inquiry activities and textbook composition (readability) were crucially considered as internal factors, and teaching and learning materials, such as videos, were deemed extremely important as external factors. The variable of the author, which is an indicator of the reliability and expertise of textbooks, was also recognized as vital. Third, the deliberation by the School Committee and the report by the principal were recognized as the administrative final step after selection. Finally, selecting the most suitable textbooks for each grade group was recognized as more important than arbitrarily unifying textbooks for the third and fourth grades and for the fifth and sixth grades.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.