• Title/Summary/Keyword: Analysis of elementary mathematics workbooks

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The Analysis of Inquiry Activity in the Material Domain of the Elementary Science Textbook by Science and Engineering Practices (과학 공학적 실천에 의한 초등학교 과학 교과서 물질 영역의 탐구 활동 분석)

  • Cho, Seongho;Lim, Jiyeong;Lee, Junga;Choi, GeunChang;Jeon, Kyungmoon
    • Journal of Korean Elementary Science Education
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    • v.35 no.2
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    • pp.181-193
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    • 2016
  • We examined the inquiry activities in the material domain of the elementary science textbooks and experimental workbooks based on 2009 revised curriculum. The analysis framework was SEP (Science and Engineering Practices) - 'Asking questions and defining problems', 'developing and using models', 'planning and carrying out investigations', 'analyzing and interpreting data', 'using mathematics and computational thinking', 'constructing explanations and designing solutions', 'engaging in argument from evidence', and 'obtaining, evaluating, and communicating information'. Sub-SEP of each grade band were also used. The results showed that the $3^{rd}{\sim}5^{th}$ grade science textbooks and workbooks mainly emphasized 'make observations and/or measurements', 'represent data in tables and/or various graphical displays', or 'use evidence to construct or support an explanation or design a solution to a problem' among around 40 sub-SEP. In the case of the inquiry activities for $6^{th}$ grade, majority of sub-SEP included were also only 'collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions', 'analyze and interpret data to provide evidence for phenomena' or 'construct a scientific explanation based on valid and reliable evidence obtained from sources'. The type of 'asking questions and defining problems', 'using mathematics and computational thinking' or 'obtaining, evaluating, and communicating information' were little found out of 8 SEP. Educational implications were discussed.

An Analysis of the Fraction as Quotient in Elementary Mathematics Instructional Materials (몫으로서의 분수에 관한 초등학교 수학과 교과용도서 분석)

  • Pang, JeongSuk;Lee, Ji-Young
    • Journal of Educational Research in Mathematics
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    • v.24 no.2
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    • pp.165-180
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    • 2014
  • This study analyzed in what ways the instructional materials have been dealing with the fraction as quotient, since the seventh national mathematics curriculum. An analysis of this study urged us to re-consider the content related to the fraction as quotient. First, the fraction as quotient has weakened in the current mathematics textbooks and workbooks in comparison to those developed under the previous curriculum. Second, the contexts of whole number division taught in grades 3 and 4 were not naturally connected to those of the fraction as quotient taught in grade 5. Third, the types of word problems, visual models, and partitioning strategies in the textbooks and the workbooks were partial, and the process of formalization was limited. Building on these results, this study is expected to suggest specific implications which may be taken into account in developing new instructional materials in process.

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An Analysis on Real State of Using Terms in Grade 1~2 Math Textbook/Workbook in Korea: Centered on 'Product', 'Place Value', 'Multiplication Stairs', 'Numeral' (우리나라 초등학교 1~2학년 수학 교과서/익힘책에서의 용어 사용 실태 분석: <수와 연산> 영역에서의 '곱', '자릿값', '구구', '숫자'를 중심으로)

  • Park, Kyo Sik
    • School Mathematics
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    • v.15 no.4
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    • pp.833-846
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    • 2013
  • In this paper, the real state of using terms 'product', 'place value', 'nine-nine', and 'numeral' incorrectly or inconsistently in the area in Korean elementary school 1-2 grade math textbooks/workbooks are analyzed. Based on this analysis, the following four conclusions are presented. First, 'Product' should be defined in the ${\ll}$Math 3${\gg}$ textbook like 'sum' and 'difference'. Multiplication is introduced in the ${\ll}$Math 3${\gg}$ textbook/workbook, however, the result of that calculation is not referred to 'product'. Second, there is a need to reconsider the using the term 'place value' in 2nd elementary mathematics. In the ${\ll}$Math 3${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks/workbooks are not using the term 'place value' clearly. Third, the word 'addition nine-nine table' and 'subtraction nine-nine table' should not be used in the ${\ll}$Math 2${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks. Using the term 'multiplication nine-nine' and 'multiplication nine-nine table' in elementary school mathematics textbooks/workbooks instead of using the term 'nine-nine' and 'nine-nine table' respectively would be the possible cause of these inaccurate derivatives. Fourth, in 1st and 2nd elementary mathematics 'numeral' and 'number' should be used discriminately. There is a need to reconsider the using the term 'number' uniformly if possible.

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Analysing Textbooks and Devising Activities in relation to Errors of Zero(0) (0처리 오류에 기초한 교과용 도서 분석 및 활동 구성)

  • Chang, Hyewon;Choi, Mina;Lim, Miin
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.2
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    • pp.257-278
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    • 2014
  • The concept of zero(0) and calculations involving 0 are a few of the most difficult topics that students experience in learning mathematics. Therefore, it implies that proper guidance to help students understand the desirable concept of 0 and acquire calculating process involving 0 should be provided when we teach numbers and operations. This study aims to investigate instructional situations in relation to the errors of 0 and to search for efficient ways to teach them based on the previous research. To do this, we analysed elementary mathematics textbooks and workbooks. The result showed that $0{\div}$(a number) and the division of which quotient includes 0 as a middle digit lacked in current textbooks and workbooks. We devised the learning activities of the two topics for 3rd grades and 4th grades, respectively. We expect that the activities will be helpful to devise learning activities of textbook and suggest some implications for teaching the calculations involving 0.

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A Comparative Analysis of the 7th and the Current Mathematics Textbooks and Workbooks on the Measurement Domain: Focused on the Degree of Guidance and Key Learning Elements (측정 영역에 관한 제7차와 현행 교과서 및 익힘책 비교 분석: 안내 정도와 측정의 주요 학습 요소를 중심으로)

  • Pang, JeongSuk;Kim, SuKyoung;Choi, InYoung
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.2
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    • pp.227-252
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    • 2012
  • Given the lack of research on the measurement domain, this paper analyzed the statements related to length and area in the curricular materials developed under the 7th and the current mathematics curriculum in terms of the degree of guidance and the key learning elements of measurement. The results showed that despite the similarity of the most prevalent guidance type and learning elements, the current materials used open-ended or combined types in place of guided types and employed measurement reasoning and components while decreasing mere calculation in measurement, in comparison with the previous textbooks and workbooks. This paper close with implications on the revision of curricular materials related to the measurement domain as well as methodological suggestions of textbook analysis.

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Analysis of Continuity between Math-Related Activities of Nuri Manuals for Teachers and the Elementary Mathematics Textbooks - Focused on Mathematical Contents, Terms and Symbols, and Mathematical Processes - (누리과정 교사용 지도서와 초등 수학 교과서의 연계성 분석 -수학 내용, 용어와 기호, 수학적 과정을 중심으로-)

  • Chang, Hyewon;Lim, Miin;Lee, Hwa Young
    • School Mathematics
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    • v.17 no.2
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    • pp.257-272
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    • 2015
  • This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

An Analysis And Criticism on Mathematics Terminologies Used in Elementary School Mathematics: Focused on Some Examples (우리나라 초등학교 수학용어의 분석과 비판: 몇 가지 예를 중심으로)

  • Park, Kyo Sik
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.1
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    • pp.1-17
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    • 2013
  • In this paper, firstly, 'value', 'vertices', 'height' are discussed, which are used in the multiple contexts. Then 'sketch', 'mental math', 'zero point oneth place/zero point zero oneth place/zero point zereo zero oneth place', 'number of place', 'natural number part/decimal part' are discussed, which are not used consistently. Finally, middle school mathematics terms 'distance', 'number line', 'the value of the expression' are discussed which are used in elementary school mathematics textbooks/workbooks. From these discussions, the following four suggestions are proposed as conclusions. First, as a mathematical term 'value' and 'distance' should be emphasized. As 'distance' is a middle school term, there is a need to consider the 'height' as 'the length of the line segment' instead of 'distance'. Second, 'number of place' which can be replaced with other suitable term, 'the value of the expression' including 'value of $20{\times}4$', 'natural number part/decimal part', 'vertex of pyramid/vertex of cone', 'mental math' should not be used. Third, there is a need to consider the use of 'mixed decimal' and 'proper decimal'. In addition, there is a need to expand the use of 'sketch'. Fourth, there is a need to consider the confirmation of 'number line' as an elementary school mathematics term. In addition, there is a need to consider to specify that 'decimal first place', 'decimal second place', 'decimal third place' can be used equivalently with 'zero point oneth place', 'zero point zero oneth place', 'zero point zereo zero oneth place' respectively.

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Reflections on the instruction of even and odd numbers in elementary mathematics textbooks (초등학교 수학 교과서에 제시된 짝수와 홀수의 지도 내용에 대한 고찰)

  • Kim, Leena;Pang, JeongSuk
    • The Mathematical Education
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    • v.62 no.4
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    • pp.551-567
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    • 2023
  • Even and odd numbers are taught in elementary school mathematics, but the introductory activities, definitions, and properties of sum on even and odd numbers vary depending on which grade they are presented. The purpose of this study was to compare and analyze the activities related to even and odd numbers presented in Korean mathematics textbooks developed under the different curriculum revisions, and to further analyze the related activities in foreign textbooks to draw implications for the teaching of even and odd numbers. In Korean textbooks, from the time of the fourth mathematics curriculum until the 2007 revision, even and odd numbers were covered in the multiples and divisors unit of the fifth grade textbook, while since the 2009 revision, the first grade textbook has covered the topic along with teaching numbers up to 50 or 100. In addition, the definitions of even and odd numbers varied depending on the grade level and the nature of the unit being taught, and activities addressing the properties of sum were only presented in the mathematics textbook under the third curriculum along with a few mathematics workbooks. In foreign textbooks, even and odd numbers were introduced in Grades 1, 2, or 5, and their related activities varied accordingly. Based on these findings, this study discusses the implications for the teaching of even and odd numbers.

An Analysis on Problem Solving Ability of 3rd Grade Types of Multiplication and Division Word Problem (곱셈과 나눗셈 문장제 유형에 따른 문제해결능력)

  • Lim, Ja Sun;Kim, Sung Joon
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.4
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    • pp.501-525
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    • 2015
  • This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.