• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.135-160
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• 2017

Since mathematics textbooks for 6th graders based on the 2009 revised national curriculum were applied to the site, there has been a note pointing out that the unit of 'ratio and rate' causes some learning difficulties. This implies the necessity of search for desirable methods of organizing the unit of ratio and rate in mathematics textbooks. This study analyzed and compared Korean and foreign mathematics textbooks on ratio and rate longitudinally and horizontally, respectively. For longitudinal analysis, we selected the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we took the mathematics textbooks of Japan, Singapore, Hong Kong, and Finland. In each textbook, the contents and the order in relation to ratio and rate, the definitions of terminology, and the methods for introducing related concepts are set as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about ratio and rate. Based on these results, we suggested some implications for writing the unit of ratio and rate in elementary mathematics textbooks.

• School Mathematics
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• v.7 no.3
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• pp.269-286
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• 2005

The purpose of this paper is to study the spatial sense that is introduced for the first time in our 7th mathematics curriculum. For this purpose, we first investigated the factors of the spatial sense ability and with this factors, we analyze the errors those was founded in elementary school students' carrying out tasks related to the spatial sense, and the contents of elementary mathematics textbook. From the analysis, we found that the teaching topics in the spatial sense is disagreed with the students' learning level and for each similar topics is cut off into not adjacent grades, connecting these topics to each other and to the other traditional geo-metric topics is not easy. we must consider this findings in the future revision of mathematics curriculum.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.181-204
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• 2014

This research aims to have some implications for revision of curriculum and textbooks by analysing connections between the 2009 revised national curriculum and its textbooks in elementary school mathematics. The results of analyses for 3~4 grades can be summarized in four aspects: Firstly, we noticed that the reconstructed achievement criteria were reflected properly in the textbooks except for use of calculators in 'Numbers and Operations'. Secondly, the analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria suggests that 10 units must receive attention. Especially, the range of decimal numbers for adding and subtracting needs to be corrected. Thirdly, mathematical terms and symbols excluding 'unit fraction' were found in the textbooks. Finally, mathematical processes were also fully reflected in the textbooks. However 'simplifying' as a strategy for problem solving was only missing. This result shows good or poor connections between the curriculum and its textbooks, therefore it is expected to be used effectively to revise the national curriculum for mathematics and its textbooks.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.555-572
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• 2014

Teacher preparation programs are responsible for preparing teachers to be able to perform their work with professional knowledge and skills. What opportunities to learn such knowledge and skills the programs intentionally develop for prospective teachers can be discerned by looking at the curriculum of teacher education. The purpose of this study is to find implications for the curriculum in elementary teacher education in South Korea, especially as that pertains to opportunities to learn teaching mathematics. This paper compares the curricula of 21 teacher preparation programs for elementary teachers in South Korea and in the United States. It finds that the programs in both countries emphasize teacher preparation to teach subject matter and to help elementary students improve their academic knowledge. The overall structures of the curriculums outlined in the programs of both countries are relatively comparable. In terms of the opportunities to learn teaching mathematics, however, they are quite different in what authentic contents they offer. This paper discusses the need for more emphasis on mathematical knowledge for teaching.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.161-194
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• 2017

The aim of this study is to look into sub-factors of spatial sense that can be contained in spatial sense of solid figure of mathematics curriculum and offer suggestions to improve teaching spatial sense of solid figures in the future. In order to attain these purposes, this study examined the meaning and sub-factors of spatial sense and the relations between spatial sense of solid figure and sub-factors of spatial sense through a theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed textbooks used in South Korea, Finland and the Netherlands with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial sense, and realistic contexts for spatial sense of solid figure. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial sense of solid figures in elementary schools in Korea as follows: extending contents regarding spatial sense of solid figures in mathematics curriculum and considering continuity between grades in textbooks, emphasizing spatial orientation as well as spatial visualization, underlining not only construction with blocks but also mental activities in mental rotation and mental transformation, comparing strength and weakness of diverse plane representations of three dimensional objects, and utilizing various realistic situations and objects in space.

• The Mathematical Education
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• v.52 no.2
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• pp.247-270
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• 2013

The purpose of this research was to analyze the convergent approaches for creativity in elementary mathematics textbooks in Korean and the united States. Convergent approaches have emphasized since NCTM(2000) consistently includes 'connections' as an important factor in mathematics curriculum and KOFAC(Korea Foundation for the Advancement of Science & Creativity) initiated the STEAM(Science, Technology, Engineering, Arts, and Mathematics) in mathematics and science education. For this research, two elementary mathematics textbooks were analyzed focused on their contexts and contents: Korean National Elementary Mathematics Textbooks and Navigations in Numbers, Data, and Space. In both textbooks, it was not easy to find so called the convergent approach in a real sense, but they use some contexts for connections between mathematical concepts and real world phenomena. For the enhancement of convergent approaches in mathematics education, we need to have a broader sense in the convergent approaches and develop various meaningful materials.

• East Asian mathematical journal
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• v.37 no.4
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• pp.355-379
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• 2021

In this article, we investigated plane figures introduced in elementary school mathematics in the perspective of traditional classification, and also analyzed plane figures focused on the invariance of plane figures out of traditional classification. In the view of traditional classification, how to treat trapezoids was a key argument. In the current mathematics curriculum of the elementary school mathematics, the concept of sliding, flipping, and turning are introduced as part of development activities of spatial sense, but it is rare to apply them directly to figures. For example, how are squares and rectangles different in terms of symmetry? One of the main purposes of geometry learning is the classification of figures. Thus, the activity of classifying plane figures from a symmetrical point of view has sufficiently educational significance from Klein's point of view.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.543-567
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• 2008

The current 2007 Mathematics Curriculum in Korea emphasizes mathematical problem solving, advanced mathematical thinking and effective mathematical communicating. Therefore, in order to assess and evaluate these important thinking attributes, performance evaluation using descriptive and essay type of assessments are emphasized. In this paper, analysis of the elementary mathematics curriculum is used to develop descriptive assessment problems and grading rubrics that could be used objectively and consistently by teachers of the grade 6 school mathematics. The assessment problems were developed, pilot tested, revised, implemented and analyzed in detail to understand the overall effectiveness of the descriptive evaluation method in school mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.453-473
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• 2018

In this study, we analyzed the contents of speed concept presented in Korean, Japanese, Singapore, and American elementary mathematics textbooks, and drew implications for the teaching of speed concept in elementary schools. We developed a textbook analysis framework by theoretical discussions on the characteristics of the speed concept based on the proportional relationship and the previous researches on the speed in elementary mathematics. We analyzed the textbooks of four countries and drew some suggestions for improving the teaching of speed concept in Korean elementary schools.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.309-327
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• 2003

In this paper, we deal with the teaching of algebra in the elementary school mathematics, and call this algebra teaching method as ‘early algebra’. Early algebra is appeared in the 1980's with the discussion of ‘algebraic thinking’. And many studies about early algebra is in progress since 1990's. These studies aims at reducing difficulties in the teaching of algebra and the development of algebra curriculum. We investigate the background of early algebra, and justify teaching of early algebra. Also we examine the projects and studies in progress around the world. Finally through these discussions, we compare our elementary textbooks with early algebra, and verify the characters of early algebra from our arithmetic curriculum.