• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.119-141
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• 2019

This study was carried out in order to draw some implications for teaching statistical graph in mathematics education with respect to practical statistics education for promoting students' statistical literacy. We analyze 133 graphs appearing in 99 elementary textbooks of other subjects (subjects except from mathematics) by subjects and types, and identify some cases of graphs addressed by other subjects. As a results, statistical graph was most addressed in social studies, and bar graphs, line graphs, tables, and circle graphs are most used in other subjects. Moreover, there are some issues related to contents-(1) the problem of curricular sequencing between mathematics and other subjects, (2) the level of addressing ratio graph, and (3) the use of wavy lines. In terms of forms, (1) the visual variation of graphical representations, (2) representation combining multiple graphs, and (2) graphs specialized for particular subjects are drawn as other issues. We suggest some implications to be considered when teaching the statistical graph in elementary mathematics classes.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.157-172
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• 2010

본 연구는 현행 초등학교에서 이루어지고 있는 서술형 평가의 유형과 문제점을 분석해 보고 2007개정 교육과정에 따른 수학과 서술형 예시 평가 문항을 개발해 보는데 목표가 있다. 학교에서 시행되고 있는 평가 자료의 분석은 수학교과서, 국가수준 학업성취도 평가지, 서울시 교육청 보급 2010 장학자료집, 서울시내 학교에서 시행되고 있는 평가 문항을 분석해 보았다. 그리고 예시 서술형 평가 문항개발은 2007개정 교육과정에 따른 수학과 4학년을 대상으로 하였다. 평가 문항 분석의 결과는 문항 유형이 단순하고 교과서와 장학자료집의 수준을 벗어나지 못하고 있으며 창의성 영역의 평가는 거의 이루어지고 있지 않았다. 서술형 예시평가 문항의 개발은 수학과의 내용영역과 인지적 영역뿐 아니라 교육계의 화두가 되고 있는 창의성 영역까지 평가내용으로 포함시키고자 노력하였으며 영역별 1-2 문항을 개발하였다.

• The Mathematical Education
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• v.61 no.2
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• pp.221-237
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• 2022

This study investigated teachers' decision-making and related factors in the elementary textbook adoption process. Our participants include 296 elementary teachers who took part in the mathematics textbook (grades 3 and 4) adoption committees in his/her schools. Our study used the decision-making model of Shavelson and Stern (1981) for analyzing teacher beliefs and attitudes concerning choices and priorities, judgments, evaluation methods, and key factors to reviewing and selecting a mathematics textbook. Our discussion includes teacher beliefs and intentions and the way they come into conflict with determinant factors that influence the decision-making of textbook adoption. Findings also reveal the unique nature of elementary school teaching as generalists in contrast with secondary teachers as specialists, playing a significant role in the adoption process. Lastly, the study discusses the entanglements of textbook reform and explains the discrepancy between textbook authorization/approval policies versus the plight of little change (and innovation) in mathematics textbooks.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.293-309
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• 2012

The algorithm of natural number multiplication is one of the basic topics of elementary school mathematics. Mastery of algorithm and understanding of the principles are important educational aims. In this paper we analyzed elementary school mathematics textbooks of South Korea, the United States, Singapore, Japan. As a result of analysis, we found out that there are much differences in the teaching of multiplication with three numbers, '${\times}10$', and '${\times}tens$'. We suggested some implication for the teaching of algorithm of natural number multiplication.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.583-605
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• 2016

Problem solving has been consistently emphasized in national mathematics curricula, whereas the foci of such an emphasis have been changed. Given this background, this study traced down major changes in emphasizing problem solving from the first national mathematics curriculum to the most recent 2015 curriculum. In particular, both the 2009 and the 2015 revised curricula were analyzed in detail to figure out the latest emphasis and trends. This paper then investigated whether a series of mathematics textbooks were aligned to the emphases of recent curricula. It finally discussed some issues that we need to reconsider with regards to problems, problem solving strategies, and the process of problem solving. As such, this study is expected to provide textbook developers with detailed implications on how to employ problem solving in new series of textbooks.

• Education of Primary School Mathematics
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• v.13 no.1
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• pp.25-35
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• 2010

The purpose of this research was to analyze questioning types of the Korean Elementary Mathematics Textbook in grade 3 and suggest the direction of questioning strategies for enhancing creativity in mathematics lessons. For the research, the researcher analyzed questioning types of the 3rd grade mathematics textbook and the changes of the questions compared with the questions in the previous textbooks. The author suggested the following recommendations. First, the questioning strategies of the revised mathematics textbook tends more to enhance students' creativity than the previous ones did. Second, teachers need to know the students' level of mathematics before starting their mathematics lessons because teachers can provide more effective differentiated questioning to the students. Third, students can response tuned to their level of mathematics if they meet with open-ended questions. It is desirable to develop good open-ended questions to fit students' abilities. Last, teachers should provide opportunities for students to share their own mathematical thinking. In risk-free environment, students can willingly participate at debating over mathematics proofs and refutation. Teachers should make efforts to make the classroom norm or culture free to debate among students, which leads to enhancement of students' creativity or mathematical creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.1-15
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• 2009

This research is to provide a useful reference for the future revision of textbook by comparative analysis with the textbook in the 4th grade of elementary school in Japan. The results from this research is same as follows: First, Korean curriculum is emphasizing the reasonable problem-solving ability developed on the base of the mathematical knowledge and skill. Meantime, Japanese puts much value on the is focusing on discretion and the capability in life so that they emphasize each person's learning and raising the power of self-learning and thinking. The ratio on mathematics in both company are high, but Japanese ensures much more hours than Korean. Second, the chapter of Korean textbook is composed of 8 units and the title of the chapter is shown as key word, then the next objects are describes as 'Shall we do$\sim$' type. Hence, the chapter composition of Japanese textbook is different among the chapter and the title of the chapter is described as 'Let's do$\sim$'. Moreover, Korean textbook is arranged focusing on present study, however Japanese is composed with each independent segments in the present study subject to the study contents. Third, Japanese makes students understand the decimal as the extension of the decimal system with measuring unit($\ell$, km, kg) then, learn the operation by algorithm. In Korea, students learn fraction earlier than decimal, but, in Japan students learn decimal earlier than fraction. For the diagram, in Korea, making angle with vertex and side comes after the concept of angle, vertex and side is explained. Hence, in Japan, they show side and vertex to present angle.

• School Mathematics
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• v.14 no.3
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• pp.377-394
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• 2012

The purpose of this paper is to analyze the elementary school mathematics textbooks according to the mathematics curriculum revised in 2007 which put emphasis on mathematics as a communication, and to find out the implication for improving the mathematics textbook of Korea. Mathematics textbooks are analyzed by five analysis criteria, which are suitability of communication activities, suitability of usage of terms and symbols, suitability of literary expressions, suitability of visual expressions and adequateness of mathematics and curriculum. As a result of analysis, it is found out that communication activities were generally reflected the intent of curriculum but there were incomplete terms usage and literary, visual expressions. So communication among authors, between authors and writers, authors and illustrators is necessary for improvement of mathematics textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.283-300
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• 2011

Since elementary students are in the concrete operational stages, they have to learn mathematics using intuitive methods such as visualization, observation, operation, experiment instead of formal approach. For this, we should present the various intuitive methods in curriculum and textbook. It is because that curriculum and textbook are important tools to students when they study mathematics. So, this paper intended to analyze the instructional content by intuitive principle in elementary mathematics curriculum, textbook and curriculum guide. The results are as follows: there is an intuitive principle in only character of mathematics in curriculum. I can't find the intuitive principle in other areas in curriculum. There are 12 intuitive principles in figures area, 1 in measurement area, and 2 in probability and statistics area in curriculum guide. But intuitive principles which are used are inclined to restricted to intuitive principle via representation obtained in the usual experience. Finally, I suggest some implications about teaching via intuitive principles, curriculum, and writing textbook based on the this findings.