• Education of Primary School Mathematics
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• v.23 no.3
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• pp.117-134
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• 2020

Based on the current curriculum, students learn the concept of fraction in the 3rd grade for the first time. At that time, fraction is introduced as whole-part relationship. But as the idea of fraction expands to improper fraction and so on, fraction as measurement would be naturally appeared. In that situation where fraction as whole-part relationship and fraction as measurement are dealt together, it is necessary for students to get experiences of understanding and exploring unit and whole adequately in order to fully understand the concept of fractions. Therefore, the purpose of this study is to analyze how to deal with unit fractions, how to implement activities to find the standard of reference from the part, and what visual representations were used to help students to understand the concept of fractions in elementary mathematics textbooks from the 7th to the 2015 revised curriculum. And we analyzed 60 3rd graders' understanding of finding and drawing the whole by looking at the part. Several didactical implications for teaching the concept of fractions were derived from the discussion according to the analysis results.

• School Mathematics
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• v.19 no.3
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• pp.617-638
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• 2017

In order to make a connection in teaching similar concepts between mathematics and science in teaching similar concepts, this paper analyzed the contents related to capacity, volume, weight, and mass in the mathematics and science textbooks aligned with the national elementary curriculum. We first explored when to present such topics in both textbooks, and then analyzed in what ways the topics were addressed in terms of quantitative comparison, vocabulary, units of measurement, measurement, tools for measurement, estimation, and connections to real life. The results of this study showed that there were some aspects emphasized in common both in mathematics and science textbooks. The analysis of this study also demonstrated subtle but considerable differences according to the characteristics of two subject matters. Based on these results, this paper provides implications for elementary school teachers to consider in teaching capacity, volume, weight, and mass through mathematics and science lessons.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.27-48
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• 2024

In order to prepare for changes in future society, cross-curricular learning is emphasized, and the need to link cross-curricular learning topics and subjects is increasing. However, there are few studies on how to deal with cross-curricular learning in mathematics education. This study analyzed the contents and methods of cross-curricular learning topics in subject-specific curriculum and mathematics textbooks. As a result of the study, the curriculum can be categorized into four types according to the variety of cross-curricular learning topics applied and the presence or absence of a main cross-curricular learning topic, and the mathematics curriculum belongs to the type where some cross-curricular learning topics are dealt with passively and there is no main topic. On the other hand, the analysis of 10 math textbooks for grades 5 and 6 according to the 2015 revised curriculum showed that, unlike the curriculum, various cross-curricular learning topics were applied in the textbooks, mainly environment and sustainable development education, safety and health education, career education, character education, and economic and financial education. In addition, in mathematics textbooks, cross-curricular learning topics appeared in various types such as materials, questions, explanations, illustrations, and in many cases, they appeared mainly as materials or illustrations. Based on these findings, implications were explored and suggested on how to integrate and apply cross-curricular learning topics in mathematics.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.589-610
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• 2022

This study aimed to derive pedagogical implications by comparing and analyzing how the concept of pi is taught in 10 different elementary mathematics textbooks, which are scheduled to be applied from 2023. We developed a textbook analysis framework by previous studies on the concept of pi and the teaching of pi, and analyzed in terms of three instructional elements (i.e. inferring conceptsof pi, understanding properties of pi, and applying relationships). We derived the need to emphasize various contexts for estimation of pi, presentation of problem situations that provide motivation to actually measure diameters and circumferences, providing an opportunity to explore the properties of measurement, and an experience the flexibility of selecting an approximate value of pi. Based on the above conclusions and pedagogical implications through the research results., we suggested ways to teach the concept of pi in elementary mathematics and improvement points for developing textbooks focusing on the context of introduction of pi and the use of technological tools.

• School Mathematics
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• v.19 no.1
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• pp.209-228
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• 2017

Understanding decimal numbers is important in mathematics as well as real-life contexts. However, lots of students focus on procedures or algorithms of decimal numbers without understanding its meanings. This study analyzed teaching method related to decimal numbers in a series of mathematics textbooks of Korea, Japan, Singapore and the US. The results showed that three countries except Japan introduced the decimal numbers as another name of fraction, which highlights the relation between the concept of decimal numbers and fractions. And limited meanings of decimal numbers were shown such as 'equal parts of a whole' and 'measurement'. Especially in the korean textbooks, relationships between the decimals were dealt instrumentally and small number of models such as number lines or $10{\times}10$ grids were used repeatedly. Based these results, this study provides implications on what and how to deal with decimal numbers in teaching and learning decimal numbers with textbooks.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.141-159
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• 2008

The purpose of this study id to delve into how elementary mathematics textbook deal with the quadrilaterals from a view of Didactic Transposition Theory. Concerning the instruction period and order, we have concluded the following: First, the instruction period and order of quadrilaterals were systemized when the system of Euclidian geometry was introduced, and have been modified a little bit since then, considering the psychological condition of students. Concerning the definition and presentation methods of quadrangles, we have concluded the following: First, starting from a mere introduction of shape, the definition have gradually formed academic system, as the requirements and systemicity were taken into consideration. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Concerning the contents and methods of instruction, we have concluded the following: First, the subject of learning has changed from textbook and teachers to students. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Third, when instructing the characteristics and inclusive relation, students could build up their knowledge by themselves, by questions and concrete operational activities. Fourth, constructions were aimed at understanding of the definition and characteristics of the figures, rather than at itself.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2016

Patterns are of great significance to develop algebraic thinking of elementary students. This study analyzed teaching methods of patterns in current elementary mathematics textbook series in terms of three main activities related to pattern generalization (i.e., analyzing the structure of patterns, investigating the relationship between two variables, and reasoning and representing the generalized rules). The results of this study showed that such activities to analyze the structure of patterns are not explicitly considered in the textbooks, whereas those to explore the relationship between two variables in a pattern are emphasized throughout all grade levels using function table. The activities to reason and represent the generalized rules of patterns are dealt in a way both for lower grade students to use informal representations and for upper grade students to employ formal representations with expressions or symbols. The results of this study also illustrated that patterns in the textbooks are treated rather as a separate strand than as something connected to other content strands. This paper closes with several implications to teach patterns in a way to foster early algebraic thinking of elementary school students.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.71-86
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• 2013

The use of manipulative materials is one of the most important teaching-learning methods at primary level, and is recommended across all grade levels and for all areas of mathematics. This study looked into specific manipulative materials suggested in Korean elementary mathematics textbooks and analysed perceptions and actual use of the manipulative materials according to the teachers. As a result, although most teachers were fully familiar with mathematical topics for which manipulative materials can be used and actually used those materials in lessons, but their knowledge on the efficiency of manipulatives and the way to use them efficiently was found somewhat insufficient. This suggests that teachers' knowledge on manipulative materials must be enhanced and there should be active measures taken to support the use of it.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.459-479
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• 2019

The purpose of this study is to explore the research trends and knowledge structures of 『Journal of Elementary Mathematics Education in Korea』 by applying the keyword network analysis. To do this, we analyzed the frequency of the occurrence of keywords in the journal and conducted keyword network analysis using the Krkwic program and NodeXL program. The results of the analysis are as follows. Firstly, 749 keywords were extracted from keyword cleansing process and 48 keywords, including mathematics curriculum, mathematics textbooks, school mathematics, mathematical problem solving, mathematically gifted student, etc. appeared more than five times. Secondly, the keyword network analysis showed that the keywords-mathematics textbooks, school mathematics, mathematical problem solving, mathematical communications-have high connection centrality. Finally, we provided the limitations of this study and suggested future research.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.267-285
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• 2018

The purpose of this thesis is to analyze and compare 'Game Activities' of elementary mathematics textbooks developed in the national curriculum revised in 2015, and to find suggestions to improve 'Game Activities' of the textbooks based on the results. The main results of this study are as follows. First, as for materials, various types of materials were used in 'Game Activities'. Also, more various materials were included in 2nd grade textbooks and 1st, 2nd grade teacher's guidebooks than 1st grade textbooks. Second, this study analyzed the patterns of organization. The result showed that group and pair activities accounted for the highest rate among other patterns of organizations. Textbooks should include more pattern types of organizations that teachers could use them properly according to numbers of students in classes. For the 'Game Activities', students need to understand basic concepts of the chapter first. Students with lower levels would have difficulty participating in the 'Game Activities'. Thus, there is a need to include activities for students with lower levels in teachers' guidebooks, reflecting a variety of students levels.