• Education of Primary School Mathematics
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• v.24 no.4
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• pp.233-246
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• 2021

Two-dimensional shapes have a great influence on elementary school students' learning and are closely related to other content areas. Therefore, in this study, The Teaching and Learning Elements that should be taught in two-dimensional shapes were extracted from the literature. It also was analyzed that revised mathematics textbooks in the year 2015 were properly implemented with the teaching and learning elements. As a result of the analysis, in the case of Understanding The Concept, the activities in the textbooks are not able to recognize 2-D shapes which are focusing on shapes of the actual object. In the case of Classifying two-dimensional shapes according to the Criteria, the classification criteria were presented differently from what was learned in the previous course. In the aspect of Applying the Concept, the activities in order to Discuss two-dimensional shapes were not sufficient. Lastly, in view of the fact the 2015 revised curriculum is not considered with the relationship between two-dimensional shapes. For that reason, the following Knowing Relationships parts are insufficiently presented; Understanding the Relationship Between shapes through Definitions and Properties, Identifying the relationship between shapes throughout classification activities, and Discussing the relationship between shapes. Based on the analysis result of two-dimensional shapes, it is suggested that the finding of this research helps to enlarge the teaching methodology of triangles and provide educational perspectives for development in other shape areas.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.583-605
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• 2016

Problem solving has been consistently emphasized in national mathematics curricula, whereas the foci of such an emphasis have been changed. Given this background, this study traced down major changes in emphasizing problem solving from the first national mathematics curriculum to the most recent 2015 curriculum. In particular, both the 2009 and the 2015 revised curricula were analyzed in detail to figure out the latest emphasis and trends. This paper then investigated whether a series of mathematics textbooks were aligned to the emphases of recent curricula. It finally discussed some issues that we need to reconsider with regards to problems, problem solving strategies, and the process of problem solving. As such, this study is expected to provide textbook developers with detailed implications on how to employ problem solving in new series of textbooks.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.1-9
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• 2019

In order to improve the quality of textbooks, this study analyzed seven informatics textbooks published based on the 2015 revised curriculum. Content analysis was used to analyze the organization system of these textbooks. Learning objectives of the textbooks were also analyzed according to Anderson's taxonomy of educational objectives. Furthermore, a textbook satisfaction survey, in which textbook selection criteria were applied, was given out to preliminary teachers. The results showed that the textbooks were similarly organized, centered on practice, activities, differentiated learning, and small group learning. However, the number of pages varies considerably for each chapter. After analyzing learning objectives of the textbooks, it was found that in terms of cognitive processes, 'understanding' (53%) was the highest item and 'analyzing' (16%) the second highest; in terms of type of knowledge, 'conceptual' (42%) and 'procedural' (31%) accounted for the two highest categories; in terms of cognitive domains, there has been a significant increase in 'analyzing' and 'creating' facets for learning objectives of these new versions of textbooks as compared to those of previously existed textbooks. In the satisfaction survey on a 5-point Likert scale, 'the accuracy and fairness of the content' had the highest points at 4.21 among four scale items. In this study, the improvement of the textbook is proposed based on the findings from this analysis.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.391-421
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• 2015

The scientific technology developed rapidly and the internet became more popular, also, the world became interactive with one another and the word 'Global' became popular and built a new paradigm. As the development of the society, the ideal criteria for the competent student changed. Consequently, the attention for the globalized education increased. From the points of view of mathematical education, it became a important task to be prepared for international competitiveness for korean talented students. For theses reasons, this article analyzes the characteristics of IBDP and its textbook, which is an international official curriculum and one of the actualizing method for internalization Korean high school curriculum and text book, specifically, focusing on algebra part. Especially, Korean curriculum textbooks and the Mathematical Higher Level textbooks of IBDP was compared and analyzed. As a result, the depth and range of the content, standard level of the question, methods being used to explain the concept, type of questions as well as teaching - learning method were analyzed and in each chapter of the algebra we give meaningful result and proposed discussion.

• Journal of Science Education
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• v.47 no.3
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• pp.273-285
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• 2023

Measurement in elementary school mathematics is one of the mathematical concepts that is directly used in real life. This study is based on the fact that mathematics textbooks for 3-4 and 5-6 graders were developed as the government designed and authorized textbooks and the general measurement instruction process is condensed and presented considering the limitation of the textbook's space for the capacity and weight. Its contents were analyzed. The results are as follows. The contents of authorized textbooks and government designed textbook are different in detail but similar overall in comparative activities, recognition, and situation of the need for the introduction of standard unit and estimation activities. Through this, it is proposed that efforts are needed to reform national textbook policies and develop textbooks that can highlight the meaning of each measurement activity and focus on students' activities.

• The Mathematical Education
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• v.57 no.2
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• pp.93-110
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• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.

• The Mathematical Education
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• v.60 no.3
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• pp.265-279
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• 2021

In this study, by analyzing of types and functions of questions presented in Data and Chance area of the mathematics textbooks for grades 1-6 of the 2015 revised curriculum, the characteristics of the questions presented in the textbook were identified, and implications for teaching and learning related to the questions in this textbook were obtained. Types and functions of the presented questions showed different proportions of appearance according to the grade clusters, and this seems to be related to the learning contents for each grade clusters and the characteristics of grade clusters. In addition, it can be seen that the functions of questions are related to the types of questions. Teachers should have pedagogical content knowledge about Data and Chance area as well as developmental characteristics for each grade clusters. In addition, the teacher should present an suitable question for the level of grade clusters and the nature of the content to be taught so that effective learning can be achieved based on the understanding of the characteristics and functional characteristics of each type of questions. The results of this study can contribute to statistical teaching in a progressive direction by providing a foundation for textbook writing and teaching/learning.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.295-306
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• 2022

This study aims to analyze the aspect of inquiry activity for seven national science textbooks, which were recently authorized and developed for elementary schools. The study reviewed seven of the abovementioned textbooks, which were introduced to the authorized textbook system for 2022 in elementary schools. In-depth analysis was conducted on inquiry activities, which were frequently emphasized since the third curriculum. A chapter entitled "Stratum and Fossils" was selected to analyze the detailed types of inquiry activity using the framework. First, analysis was conducted on six types of inquiry activity. The result indicated that two out of seven inquiry activities different among the national and authorized textbooks. In other words, the two slightly differed from the inquiry activities presented in national textbooks. It was not reasonable that the introduction of the authorized textbook exerted an effect on the increase of autonomy and variety of teaching and learning activities compared with those of national textbooks. Second, science process skills, material, and inquiry process were established as standards for the detailed types of inquiry activity. The study demonstrated a slight difference among textbooks in terms of material and inquiry process, whereas the inquiry activities of the seven authorized textbooks were the same or similar. This finding indicated that students could experience seven types of inquiry activities. Moreover, the study examined inquiry activities related to essential learning contents in detail and found that there were more diverse than types of inquiry activities.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.441-463
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• 2015

The big issue of mathematics education in 2009 revised curriculum is to introduce story-telling in math textbook and to aim toward the math that students can learn easily and interestingly. Therefore, this study examine the perception of middle school teachers in working with story-telling, analyze actual utilization of story-telling in class and provide the basic materials for effective practical application. After making questionnaires to check the real conditions of the story-telling and asking math teachers in charge of the first and second graders, this research came to the conclusion as follows. First, the teachers who took part in this research showed positive perception in story-telling textbook the practical use of a variety of materials and the improvement of thinking faculty and creativity. Second, math teachers made use of a variety of storytelling data and especially reflection media in class, but this was limited in introductory part. Mathematic concept was delivered mainly through the activities of exchanging questions and answers between the teachers and students. Third, students showed positive reaction about story-telling class on the whole. For example, they understood the concept easily and they could apply it in real life. However, story-telling failed to bring the attention and interest of math itself. Therefore, teachers' ability is needed in the way that math knowledge and concept should be formed and expressed interestingly.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.