• East Asian mathematical journal
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• v.31 no.2
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• pp.275-299
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• 2015

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through survey data and focus group interview on structures of textbooks. First, We collect online survey results which 2333 elementary school teachers participated. Next, We interview focus group(8 teachers) about shapes of textbooks, quantity of learning contents, activities and problems for evaluation in the mathematics lessons. Storytelling is especially issued in the 2009 revised mathematics curriculum. We intensively discuss learning and teaching methods with application of storytelling textbooks; interests of students, role of storytelling textbooks etc. As results of analysis, the positive rate to use the 2009 revised textbooks is relatively high about shapes and activities of textbooks. But there is more considered about storytelling method. Storytelling may be positive on improvement of learning interests and participation of students. In order to develop these advantages, studies in relation of storytelling are more proceeded and teaching materials for teachers are required effectively in order to applicate to the elementary school.

• The Mathematical Education
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• v.54 no.2
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• pp.195-206
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• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.

• East Asian mathematical journal
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• v.37 no.2
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• pp.265-288
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• 2021

In the 2015 revised mathematics curriculum, the system of equations is first introduced in 'Variables and Expressions' of [Middle School Grades 1-3]. Then, It is constructed that after learning the linear function in 'Functions', the relationship between the graphs of two linear functions and the systems of linear equations are learned so that students could improve the geometric representation of the systems of equations. However, in of Elective-Centered Curriculum Common Courses, Instruction is limited to algebraic manipulation when teaching and learning systems of quadratic equations. This paper presented the teaching and learning method that can improve students' mathematical connection through various representations by providing geometric representations in parallel using GeoGebra, a mathematics learning software, with algebraic solutions in the teaching and learning situation of simultaneous quadratic equations.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.277-297
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• 2020

The purpose of this study is to understand how the shift of the Pythagorean theorem influenced the representation of irrational numbers in the 3rd grade textbook of 2015 revised mathematics curriculum by textbook analysis. Specifically, the changes in the representation of irrational numbers were examined in two aspects based on the nature of irrational numbers and the teaching and learning methods of the 2015 revised mathematics curriculum. First, we analyzed the learning opportunities related to the existence of irrational numbers that were potentially provided by treating irrational numbers as geometric representations in textbooks, and confirmed that Pythagorean theorem was used. Next, we analyzed opportunities to recognize the necessity of irrational numbers provided by numerical representations of irrational numbers. This study has significance in that it confirmed the possibility and limitation of learning opportunities related to the existence and necessity of irrational numbers that were potentially provided by changes in irrational number representations in the 2015 revised textbooks.

• Korean Medical Education Review
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• v.17 no.1
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• pp.39-48
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• 2015

The purpose of this study was to propose a theoretical model for an integrated medical humanities curriculum based on a STEAM (science, technology, engineering, arts, and mathematics) education framework and to provide a guideline for curriculum integration. Three dimensions of integrated curriculum development are competencies, core contents, and elements of integration. Competencies imply the purpose of the medical humanities of a medical school and the exit outcomes of the curriculum. Core contents imply the goals and objectives of the curriculum. We compared the goals and themes of the medical humanities with core attributes of professionalism. Four elements of integration were proposed: units (cases, problem activities, core contents, disciplines/subjects), types (multidisciplinary, interdisciplinary, transdisciplinary), contexts of integration (life cycle of patients, scope of society), and stages of student development (from student to doctor). It is expected that this theoretical model for an integrated medical humanities curriculum can be used as a guideline for curriculum development and an evaluation criterion for instructional designers and subject matter experts.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.123-141
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• 2015

The purpose of this study is to reconsider of teaching mathematics problem solving in Korea's elementary school through an analysis of mathematics curricula and mathematics textbooks of the elementary school. As a result, it is found that the problem solving had been emphasized continually from the 4th curriculum to the 2009 revised curriculum. However, contents in their textbooks did not reflect the intent of the mathematics curricula properly. And amount of contents related to teaching about problem solving in the textbooks reached the peak in the 6th mathematics curriculum. Then teaching about problem solving had been weakened gradually. And it is also revealed that there had been a movement to change to teaching for problem solving in the textbooks of the 2007 and 2009 revised curricula. Teaching via problem solving had not been carried out appropriately so far.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.443-465
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• 2023

This study examines the content of vectors and matrices in Artificial Intelligence Mathematics textbooks (AIMTs) from the 2015 revised mathematics curriculum. We analyzed the implementation of foundational mathematical concepts, specifically definitions and related sub-concepts of vectors and matrices, in these textbooks, given their importance for understanding AI. The findings reveal significant variations in the presentation of vector-related concepts, definitions, sub-concepts, and levels of contextual information and descriptions such as vector size, distance between vectors, and mathematical interpretation. While there are few discrepancies in the presentation of fundamental matrix concepts, differences emerge in the subtypes of matrices used and the matrix operations applied in image data processing across textbooks. There is also variation in how textbooks emphasize the interconnectedness of mathematics for explaining vector-related concepts versus the textbooks place more emphasis on AI-related knowledge than on mathematical concepts and principles. The implications for future curriculum development and textbook design are discussed, providing insights into improving AI mathematics education.

• 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.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.57-79
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• 2022

Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsak(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum. First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning. Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.403-420
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• 2016

Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.