• School Mathematics
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• v.15 no.4
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• pp.743-758
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• 2013

This paper analyses the examples of polygons taken in the 1st grade middle school mathematics textbooks. We analysed generic examples, non-examples and counter-examples represented in these textbooks. And also we classified and analysed with examples of the concept and the application of a procedure. We analysed the differences of methods among these textbooks representing the same concepts or procedures. The findings from the analysis showed that these textbooks mostly make use of generic examples. The examples of concept and procedure vary depending upon the textbooks. Also, many textbooks haven't properly represented various positions and figures of polygons. Textbooks need to represent various and appropriate examples in order to expand the example space of the students.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.499-519
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• 2016

This study analyzed the statistics contents in elementary mathematics textbooks in terms of an information-processing capacity, which is one of the math competencies emphasized by the 2015 revised mathematics curriculum. The findings of this study showed that the activities of 'summarizing and analyzing data or information' far outnumbered 'collecting data or information', 'interpreting and utilizing information', and 'using technological instruments or manipulative materials'. Lessons of collecting data or information were mostly present in the textbooks of lower grade-levels, where the range of data collection was narrow, and lacked adequate exploration of data collecting methods. Some lessons on utilizing information were not based on the interpretation of data, and using technological instruments or manipulative materials was merely introduced in teachers' manual and hardly introduced in the actual textbooks. Based on these findings, this study sought to suggest implications regarding the development of statistics contents in elementary mathematics textbooks in a manner to improve students' information processing capabilities.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.325-337
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• 2011

There have been several studies regarding strict and formal proof in the field of geometry in middle school curriculum, and the level of proof has been gradually lowered along with the changes in the curriculum. In the 2011 Revised Middle School Math Curriculum, there have been efforts to eliminate the term 'proof' and instead to replace it with the new one, 'justification'. Therefore, this study intends to present specific and practical examples of justification by analyzing the current math textbook especially in the field of geometry. As a result, it identified that strict and practical proof has been sharply increased in the second year of middle school. It also witnessed the possibility of justification from the various examples presented in the first, second, and the third year of the middle school math textbook.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.289-307
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• 2018

Although mixed calculation of natural numbers is important in that it completes arithmetic calculation of natural numbers in elementary school, few studies have been conducted regarding its instruction methods. Given this, this study analyzed Korean mathematics textbooks (from the fifth textbooks to the 2009 revised textbooks) along with Japanese and Singaporean textbooks in terms of the parentheses and the order of operations regarding mixed calculation of natural numbers. The results of this study showed that there were differences in introducing the parentheses and representing them in an explicit way per textbooks. In the Korean textbooks, the order of operations was presented mostly with the real-life contexts but it was not always in a diagrammatic representation. In contrast, in the Singaporean textbooks, the order of operations was presented without the real-life contexts and the use of calculators was emphasized. In the Japanese textbooks, the order of operations was presented with the real-life contexts and a hierarchy of operations was emphasized. Based on these results, this study suggested several implications of textbook development and instructional methods regarding mixed calculations of natural numbers.

• 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.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.83-100
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• 2010

This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.277-302
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• 2017

Educational objectives for mathematics in the curriculum revised in 2009 and the curriculum revised in 2015 put great emphasis on practical use of math, but perception of that lacks at schools. Accordingly, this research is recognizing the need for paying attention to curriculum focusing on mathematical connectivity and is inspecting CMP curriculum which has been developed over the years to reinforce problem solving competence and improve communication skills. This study analyzes CMP textbooks published as third edition in 2014 after several revisions, focusing on equations, inequalities and functions. First, this thesis analyzes mathematical connectivity using a new analysis framework which applied the modes of representation(situations, verbal description/ tables/ graphs/ formulae) made by Janvier(1987). Second, this research analyzes connectivities between different units, various sections, other subjects and practical contents related to the real life. The results: CMP textbooks use various practical materials for specific situations. They represent twelve processes of connectivity according to the modes of representation of Janvier. The books also show relationship between equations and functions, between inequalities and functions. And CMP textbooks include other subjects and practical contents.

• School Mathematics
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• v.19 no.2
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• pp.229-248
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• 2017

This study investigated the factors that should be considered when teaching proportional expression and proportional distribution through literature review. Based on these results, we analyzed and compared Korean and foreign mathematics textbooks on proportional expression and proportional distribution longitudinally and horizontally to search for desirable methods of organizing the unit of proportional expression and proportional distribution in mathematics textbooks. For longitudinal analysis, we took the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we selected the mathematics textbooks of Japan, Singapore, and China. In each textbook, the contents and the order in relation to proportional expression and proportional distribution, the definitions of terminology, and the contexts and the visual representations for introducing related concepts are selected as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about proportional expression and proportional distribution. Based on these results, we suggested some implications for writing the unit of proportional expression and proportional distribution in elementary mathematics textbooks.