• The Mathematical Education
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• v.60 no.4
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• pp.431-449
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• 2021

Elementary mathematics textbooks present contents for enhancing problem solving competency. Still, teachers find teaching problem solving to be challenging. To understand the supports textbooks are suggesting, this study examined tasks from the challenging/thinking and inquiry mathematics. We analyzed 288 mathematical activities based on an analytic framework from the 2015 revised mathematics curriculum. Then, we employed latent class analysis to classify 83 mathematical tasks as a new approach to categorize tasks. As a result, execution of the problem solving process was emphasized across grade levels but understanding of problems was varied by grade levels. In addition, higher grade levels had more opportunities to be engaged in collaborative problem solving and problem posing. We identified three task profiles: 'execution focus', 'collaborative-solution focus', 'multifaceted-solution focus'. In Grade 3, about 80% of tasks were categorized as the execution profile. The multifaceted-solution was about 40% in the thinking/challenging mathematics and the execution profile was about 70% in Inquiry mathematics. The implications for developing mathematics textbooks and designing mathematical tasks are discussed.

• School Mathematics
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• v.17 no.4
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• pp.531-553
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• 2015

This study discussed a sketch map and planar figure, classical contents in math curriculum of Korea. Two problems were posed. One was the degree of difficulty and ambiguous intentions of some contents in 5th grade math textbook of 2009 revised curriculum. The other was the status of sketch maps and planar figures in more general view. We looked into elementary mathematics textbooks of former Korean national curriculums and other countries to discuss the problems. The reason why the present Korean textbook has such contents was considered, based on the result of searching former Korean and foreign textbooks. The suggestions in view of expression and building of 3D shapes were also talked.

• Research in Mathematical Education
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• v.26 no.3
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• pp.253-270
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• 2023

This study aims to investigate the extent to which Korean high school textbooks incorporate opportunities for students to engage in the mathematical modeling process through tasks related to exponential and logarithmic functions. The tasks in three textbooks were analyzed based on the actions required for each stage in the mathematical modeling process, which includes identifying essential variables, formulating models, performing operations, interpreting results, and validating the outcomes. The study identified 324 units across the three textbooks, and the reliability coefficient was 0.869, indicating a high level of agreement in the coding process. The analysis revealed that the distribution of tasks requiring engagement in each of the five stages was similar in all three textbooks, reflecting the 2015 revised curriculum and national curriculum system. Among the 324 analyzed tasks, the highest proportion of the units required performing operations found in the mathematical modeling process. The findings suggest a need to include high-quality tasks that allow students to experience the entire process of mathematical modeling and to acknowledge the limitations of textbooks in providing appropriate opportunities for mathematical modeling with a heavy emphasis on performing operations. These results provide implications for the development of mathematical modeling activities and the reconstruction of textbook tasks in school mathematics, emphasizing the need to enhance opportunities for students to engage in mathematical modeling tasks and for teachers to provide support for students in the tasks.

• School Mathematics
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• v.17 no.2
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• pp.289-308
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• 2015

This study analyzed mathematical processes elaborated in the mathematics curricula of Korea, China, Japan, and the US. Ten mathematical processes were extracted: (a) learning of concepts, principles, laws, and skills; (b) problem solving; (c) reasoning; (d) communication; (e) representation; (f) connections; (g) creativity; (h) character-building; (i) self-directed learning; and (j) positive attitude toward mathematics. This study specified the meaning of such processes and their sub-domains, noticing similarities and differences among the curricula. On the basis of the results, this study includes suggestions for the development of next mathematics curriculum in Korea.

• Research in Mathematical Education
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• v.24 no.4
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• pp.313-335
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• 2021

The purpose of this research is to identify topics discussed by Korean mathematics education studies and examine research trends for 15 years. I applied latent Dirichlet allocation (LDA) to the original text datasets including English abstracts of 3,157 articles published in eight journals indexed by the Korean Citation Index (KCI) from 1997 to 2019. I identified an LDA model with 60 topics, then research trends in 2,884 articles between 2002 and 2018 were as follows; mathematics educators have paid most attention to teacher education through 2010 to 2015 and curriculum analysis after 2016. The findings in this research can contribute to understand what have been discussed in Korean mathematics education society as well as what will and need to be emphasized more in the future compared to the global research trends. In addition, LDA has potentials to identify topics and keywords of manuscripts newly written and submitted to any journals in addition to information provided by authors.

• Journal for History of Mathematics
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• v.28 no.4
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• pp.191-204
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• 2015

The reason of the confusion of learners about the logic concepts such as implication, necessary condition and sufficient condition can be analyzed from the point of view of history of logic, discrepancy between ordinary language and formal logic, and reification which occurs in the process of cognition of discursive object and also indicates the necessity of a research. This study analysed the difficulties related to study and implication concept and attempted to the reflection of textbook and curriculum. Not that ordinary language makes the introduction of formal language easier, but that this study discussed the possibilities ordinary language intervenes the learning of formal language. This study additionally intended to understand learning difficulties of concrete subjects, abstract subjects and the gap between primary object and discursive object by understanding the process of sagging, encapsulating and reifying.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.477-493
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• 2018

The six core competencies included in the mathematics curriculum Revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the creativity and convergence competency is very important for students' enhancing much higher mathematical thinking. Based on the creativity and convergence competency, this study selected the five elements of the creativity and convergence competency such as productive thinking element, creative thinking element, the element of solving problems in diverse ways, and mathematical connection element, non-mathematical connection element. And also this study selected the content(chapter) of the graph in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the five elements of the creativity and convergence competency were shown in each textbook.

• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.429-448
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• 2017

The purpose of this study is to present the development direction of future reading education by examining the characteristics of reading materials within the high school textbook developed as the 2015 revised curriculum. For this purpose, reading materials of high school textbooks were analyzed in Korean language, mathematics, English, integrated science, and integrated social studies. The analysis criteria of reading materials were subject type, purpose, and student activities. As a result of the study, reading materials on various themes such as humanity, liberty, culture, environment, and district were presented in the integrated society and integrated science textbook of the 2015 revised curriculum. In particular, the Korean language curriculum was composed of a unit called "reading one book in one semester". However, most reading materials have no guidance on reading effective or reading direction, and lack of reading materials and information for extended reading. The reader's reading of the textbook was found to be simply supplementing the learning content of each unit or presenting fragmentary cues for conceptual purposes. This suggests that there is a lack of awareness of students' interest in reading, internalization of reading, and extension of reading. In this paper, we suggest supplementary materials of reading materials for expanding the high school textbooks, and explore the developmental relationship between textbooks and reading education through suggestions on aspects of textbook composition and teaching methods.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.471-488
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• 2019

This paper aims to examine how mathematical history is used in $ textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted. $

• Communications of Mathematical Education
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• v.32 no.3
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• pp.363-383
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• 2018

The subject of 'Mathematical Task Inquiry' was introduced newly in the curriculum revised in 2015. The subject is dealt with after completing the subject of 'mathematics' to be dealt with in the tenth grade. Its main content is comprised of the understanding and learning of the purpose and procedure of inquiry task and of study ethics, and its educational goal is to enforce the prior mathematical knowledge and to obtain the ability to select interesting topics that combine mathematics with other subjects. However the textbook of the subject does not exist, and teachers should handle with the subject with responsibility for their own ways. Because of this reason, this study is to develop an instruction model on project(task) inquiry model and materials. Namely, according to the model, students is guided to select and decide the subject of the task, and develop the task for themselves, solve it with peers in cooperation, and announce the solution and their feelings. During those students' exploration and activities, the role of teachers is to guide students to complete their work. By the way, in order to develop more creative tasks that is appropriate to their academic and cognitive level, this study conducted the experimentation for the subject of 9 students (6 girls and 3 boys), who are scheduled to advance to the 11 grade of J high school located in G domestic. The experimentation was consisted of three class and after the third class, the semi-structured interview was conducted immediately for the students.