• Education of Primary School Mathematics
• /
• v.26 no.1
• /
• pp.15-28
• /
• 2023

Since mathematical concepts are learned through the meaning of mathematical terms in school mathematics, learners must understand and use mathematical terms appropriately. However, the meaning of mathematical terms used in real life may be perceived differently from elementary mathematics textbooks, and this difference may cause confusion in learners' understanding of mathematical terms. Therefore, this study was intended to compare and analyze the mathematical terms in elementary mathematics textbooks used in Korea and a Korean dictionary. The findings revealed that the meaning of the textbooks was similar or different, and the subject indicated by each meaning was different. In this case, in order to prevent confusion among learners, it is necessary to supplement and guide each meaning by recognizing the difference between the mathematical terms in elementary mathematics textbooks used in Korea and a Korean dictionary.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.3
• /
• pp.415-442
• /
• 2010

If the philosophy of the curriculum is changed when the curriculum is revised, discussion about knowledge viewpoints in the changed philosophy is needed. The purpose of this thesis is to analyze elementary mathematics textbooks(EMT) based on the perspective of constructivism knowledge as basic philosophy of the 7th curriculum and the 2007 revised curriculum and to present aim of textbooks development through the results. According to the results, the number and operation units of 1st and 2nd grades of EMT compiled according to the 7th curriculum and the 2007 revised curriculum didn't reflect the perspective of constructivism knowledge as the philosophy of the curriculum. From the analysis, EMT were not composed so as to agree the perspective of constructivism knowledge that emphasize concepts, conceptua1 principles, variety, integration.

• Journal of Science Education
• /
• v.44 no.3
• /
• pp.331-344
• /
• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.1
• /
• pp.135-160
• /
• 2017

Since mathematics textbooks for 6th graders based on the 2009 revised national curriculum were applied to the site, there has been a note pointing out that the unit of 'ratio and rate' causes some learning difficulties. This implies the necessity of search for desirable methods of organizing the unit of ratio and rate in mathematics textbooks. This study analyzed and compared Korean and foreign mathematics textbooks on ratio and rate longitudinally and horizontally, respectively. For longitudinal analysis, we selected the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we took the mathematics textbooks of Japan, Singapore, Hong Kong, and Finland. In each textbook, the contents and the order in relation to ratio and rate, the definitions of terminology, and the methods for introducing related concepts are set as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about ratio and rate. Based on these results, we suggested some implications for writing the unit of ratio and rate in elementary mathematics textbooks.

• Journal of Educational Research in Mathematics
• /
• v.27 no.3
• /
• pp.329-350
• /
• 2017

This paper examined vocabulary used in elementary mathematics textbooks and workbooks for the grade band of 5~6. This study focused on the adequacy of vocabulary using 9-degree of semantic difficulty. The results of this study showed that most vocabulary in the textbooks and workbooks was adequate for the target grades. In some cases, however, vocabulary that was supposed to be difficult for the fifth and sixth graders was employed in a way that the meaning of such vocabulary was difficult for students to infer in the given context. The most frequent vocabularies in the main activities of the mathematics textbooks included 'method', 'investigate', 'number', 'communicate', and 'represent'. Based on these results, this study provides 5~6 grade textbook writers with implications on what to further consider in dealing with vocabulary in instructional materials.

• School Mathematics
• /
• v.17 no.2
• /
• pp.257-272
• /
• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.1
• /
• pp.163-192
• /
• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.3
• /
• pp.267-287
• /
• 2015

In this paper, based on the results of analysis on types and strategies of estimation in measurement in the textbooks according to 2009 revised elementary mathematics curriculum, the following four implications are suggested for curriculum development and textbook development for a later date. First, it is necessary to reconcile curriculum and textbooks in contents for estimation in measurement. In 2009 revised elementary mathematics curriculum, only estimation in length, estimation in capacity, estimation in weight, estimation in angular measure are presented. However, estimation in time and estimation in area are presented in textbooks. Second, it is necessary to introduce various strategies for estimation in measurement. In teacher's manual, three strategies like using referent, chunking, unitizing are illustrated. But in textbooks, such strategies are not illustrated properly. Third, the meaning of the 'estimate' need to be clarified. In textbooks, 'estimate' are used also in other contexts. Fourth, it is necessary to clarify whether or not to deal with estimation in time, estimation in area, and estimation in volume in the school curriculum. In 2009 revised elementary mathematics curriculum, estimation in time, estimation in area, and estimation in volume are not mentioned explicitly.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.2
• /
• pp.143-158
• /
• 2015

This research was conducted with focus groups interviews targeted at elementary teacher to analyze perceptions on storytelling based mathematics textbooks. As a result, elementary school teacher recognizes the introduction of storytelling as a major change in the revised textbooks. In addition, a change in the appearance of the revised textbook, the role of the Materials package, a change of assessment items, and increased exploration activity and the experience turned out to be having a significant impact on actual classroom as much as the introduction of storytelling.

• Education of Primary School Mathematics
• /
• v.25 no.3
• /
• pp.251-278
• /
• 2022

The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.