• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.19-37
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• 2018

In this study, the actual state of teaching seven extensive quantities (time, length, capacity, weight, area, angle measure, volume) of measurement domain are analyzed comparatively between the 2015 revised elementary school mathematics curriculum in Korea and the 2017 revised elementary school mathematics curriculum in Japan in terms of comparison in measurement, direct measurement, indirect measurement, and estimation in measurement. From the results of this comparative analysis, some implications for discussion on the development of the next elementary school mathematics textbook and the next elementary mathematics curriculum can be suggested. First, it is necessary to discuss on clarifying the range of handling of comparison, direct measurement, indirect measurement, estimation of seven extensive quantities respectively. Second, it is necessary to discuss on doing direct comparison when intuitive comparison is difficult. Third, it is necessary to discuss on reconsidering indirect comparison of weights. Fourth, it is necessary to discuss on reconsidering measurement using arbitrary units in case of angular measures. Fifth, it is necessary to discuss on dealing with estimating the area of $1cm^2$ and $1m^2$ and the volume of $1cm^3$ and $1m^3$ for the purpose to make rough guesses their size respectively.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.445-473
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• 2021

The purpose of this study is to derive implications for the design of the next curriculum by analyzing the textbooks designed as a new subject in the 2015 revised curriculum. In the mathematics curriculum documents of , 'related learning elements' are presented instead of 'learning elements'. 'Related learning elements' are defined as mathematical concepts or principles that can be used in the context of artificial intelligence, but there are no specific restrictions on the amount and scope of dealing with 'related learning elements'. Accordingly, the aspects of 'related learning elements' reflected in the textbooks were analyzed focusing on the textbook format, the amount and scope of contents, and the ways of using technological tools. There were differences in the format of describing 'related learning elements' in the textbook by textbook and the amount and scope of handling mathematics concepts. Although similar technological tools were dealt with in each textbook so that 'related learning elements' could be used in the context of artificial intelligence, the focus was on computations and interpretation of results. In order to fully reflect the intention of the curriculum in textbooks, a systematic discussion on 'related learning elements' will be necessary. Additionally, in order for students to experience the use of mathematics in artificial intelligence, substantialized activities that can set and solve problems using technological tools should be included in textbooks.

• East Asian mathematical journal
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• v.31 no.4
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• pp.547-568
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• 2015

The purpose of this study is to analyze whether statistics and statistical education of intensive courses at the teachers college can improve elementary pre-service teacher' statistical attitudes. Findings on this study are as follows: First, there was meaningful difference in the elementary pre-service teacher' attitudes with significant level of 0.05. This proved that statistics and statistical education of intensive courses at the teachers college was effective on improving elementary pre-service teacher' attitudes. Second, there was meaningful difference in the pre-service math teacher' conception in the 2009 reformed curriculum for elementary mathematics.

• Journal of Korean Society of Forest Science
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• v.110 no.4
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• pp.689-710
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• 2021

The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.

• The Mathematical Education
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• v.59 no.3
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• pp.255-269
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• 2020

In this study, how to instruct the computational estimation of addition and subtraction was considered from the perspective of a 'intended-written-implemented' multi-dimensional curriculum. To this end, the 2015 revised elementary school mathematics curriculum as a intended curriculum and the 2015 revised first~sixth grade textbook as a written curriculum were analyzed with respect to how to instruct the computational estimation of addition and subtraction. As an implemented curriculum, a research study was conducted in relation to the method of instructing teachers about the computational estimation of addition and subtraction. As a result, first, it is necessary to discuss how to develop the ability to estimate and set it as a teaching goal and achievement standard in a separate curriculum to instruct it with learning content. Second, it is necessary to provide an opportunity to learn about various estimation methods by presenting specific activities so that students can learn the estimation itself in a separate operation method. Third, in order to improve the computational estimating ability of addition and subtraction, contents related to the computational estimation need to be included in the achievement criteria, and discussions on the expansion of the areas, and the diversification of the instructing time will be needed.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.103-119
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• 2016

Fusion and consilience have been important in many aspects of our education and culture. In this flow 2015 revised National Curriculum aimed to cultivate students of abilities of imagining liberally and inventing scientifically and technically. However imagination including imagination in humanities has not been researched in mathematics education part until nowadays, so mathematics education using imagination of raising students with ingenious and harmonizing abilities is hard to discuss concretely. In this paper I studied the opinions of various scholars from ancient times to today, and discussed where imagination reveals itself in mathematics practices. With above results I discussed some possible shape of teaching and learning of mathematics using imagination. And finally we discussed that meanings in the humanities and social aspects.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.163-182
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• 2019

The purpose of this study is to investigate the effects of educational context variables on achievement and interest in mathematics in high and low achieving students in Korea. Students participated in TIMSS 2015 in Korea were divided into two groups according to their achievement in mathematics. And the effects of educational context variables on achievement and interest in mathematics were analyzed in each group using the Hierarchical Linear Model(HLM). Main findings of this study are as follows. First, variables which influence achievement also influence interest but any variables which influence interest don't influence achievement in upper-group students. Number of Books and Students' Perceived Mathematics Lessons have strong influence on achievement and interest in both fourth and eighth grade students. Second, variables which influence achievement or interest in mathematics in lower-group also influence achievement or interest in mathematics in upper-group students. But any variables which influence achievement or interest in upper-group students don't influence achievement or interest in lower-group students. For examples, Parents' Education, Students' Perceived Mathematics Lessons have effects on upper-group students' achievement. Number of Books, Home Learning Environment, and Numeracy Activities Before School have significant effects on the achievement of fourth grade students. Students' Perceived Mathematics Lessons is the variable that influence on the interest of both fourth grade and eighth grade students. This study suggests the ways to improve mathematics teaching and learning based on these results.

• 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.

• East Asian mathematical journal
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• v.33 no.4
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• pp.353-380
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• 2017

The purpose of this study is to analyze the multiplication units in the elementary school mathematics. In the 2015 revised curriculum, students learn multiplication in $2^{nd}$ grade. The multiplication units is divided into two: multiplication and multiplication facts. In these two units, we mainly analyze situations involving multiplication, models for teaching multiplication, and multiplication strategies for teaching multiplication facts in relation to Subject Matter Knowledge. We called these contents Multiplication Matter Knowledge. We examined the precedent study with regard to multiplication at the elementary mathematics. As results, we prepared an analysis framework for this study. This study was conducted according to qualitative research methods, expecially 'qualitative contents analysis'. The contents here refer to Multiplication Matter Knowledge that can be found in the elementary mathematics textbooks and working books etc. As results of analysis, We can confirm that various multiplication situations and multiplication models are presented in the textbooks. And it has been examined that various multiplication properties are presented in the textbook according to the multiplication strategy levels. We insist elementary school teachers should be aware of these Multiplication Matter Knowledge. This study aims to provide elementary school teachers with basic data in these contexts.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.263-286
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• 2024

With the introduction of AI digital textbooks, interest in the use of technology tools in mathematics education is increasing. Technology tools have the advantage of visualizing mathematical concepts and discovering mathematical principles through experimentation and inquiry. The 2015 revised mathematics curriculum in Korea already mentions the use of technology tools, and accordingly, various teaching and learning activities using technology tools are presented in mathematics textbooks. However, there is still a lack of systematic analysis on the types and utilization methods of technology tools presented in textbooks. Therefore, this study analyzed the current status of the use of technology tools presented in high school mathematics textbooks based on the 2015 revised curriculum. To this end, the types of technology tools presented in mathematics textbooks were categorized, and the utilization ratio of each category was investigated. In addition, the utilization patterns of technology tools were analyzed by subject and content area, and the utilization ratio of technology tools according to the type of teaching and learning activities was examined. The results showed that technology tools were used in various types and ratios according to the subject and content area. In particular, technology tools in the symbol-manipulation graphing software category accounted for 58% of the total usage cases, showing the highest proportion. By subject, the use of symbol-manipulation graphing software was prominent in subjects dealing with the analysis area, while the use of dynamic geometry software was relatively high in the geometry area. In terms of teaching and learning activity types, the utilization ratio of auxiliary tool type (49%) and intended inquiry induction type (37%) was high. The results of this study show that technology tools play various roles in mathematics textbooks and provide useful implications for improving mathematics teaching and learning methods using technology tools in the future. Furthermore, it can contribute to the establishment of educational policies related to AI digital textbooks and the development of teacher training programs.