• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.659-680
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• 2010

Under the banner "Toward Global Excellence in Teacher Education", Daegu National University of Education has strived for the single aim of excellence in pre-service and in-service for over fifty years. Specially the department of Mathematics education aims to develope students' mathematical power which is related to elementary school mathematical concepts & theories. However not a few of the students seem to have test-anxiety which is relate to teacher recruitment examination. In these view, we conclude that students must have been suffered from test anxiety. Consequently the results of the study are follow. $\cdot$ 2nd paper-pencil test of the elementary school teacher recruitment(2010) has been emphasized on statement of examinee logocal thought about all 10 subjects. $\cdot$ 3rd test of the elementary school teacher recruitment(2010) has been focused on only speaking english of examinee. Thus we conclude that these Recruitment Examination(2010) couldn't minimize the test anxiety of the students. Therefore next test of the elementary school Teacher Recruitment should contain on mathematical problem-solving in elementary school mathematics textbooks.

• The Mathematical Education
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• v.53 no.2
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• pp.219-237
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• 2014

In this study we desire to deduce implications for mathematics curriculum, teaching- learning, and evaluation from the data of Nation Assessment of Educational Achievement. For this, first we extracted the items written by the same achievement standard over two years from 2010 to 2012. Next we investigated whether the items are the representative items of a certain proficiency level and classified into the case of the items of the same proficiency level and the case of the items of different proficiency levels. Based on these we analysed learning characteristic of the each proficiency level. From the results of the above, we proposed what should be changed in mathematics curriculum, what should be considered in teaching-learning, and what should be paid attention to test item development.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.459-479
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• 2019

The purpose of this study is to explore the research trends and knowledge structures of 『Journal of Elementary Mathematics Education in Korea』 by applying the keyword network analysis. To do this, we analyzed the frequency of the occurrence of keywords in the journal and conducted keyword network analysis using the Krkwic program and NodeXL program. The results of the analysis are as follows. Firstly, 749 keywords were extracted from keyword cleansing process and 48 keywords, including mathematics curriculum, mathematics textbooks, school mathematics, mathematical problem solving, mathematically gifted student, etc. appeared more than five times. Secondly, the keyword network analysis showed that the keywords-mathematics textbooks, school mathematics, mathematical problem solving, mathematical communications-have high connection centrality. Finally, we provided the limitations of this study and suggested future research.

• School Mathematics
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• v.2 no.1
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• pp.73-95
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• 2000

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning at the first and second elementary school mathematics. The assessment standards were also developed to differentiate students’ levels of achievement with ‘high’, ‘mid’ and ‘low’ categories. Furthermore, this stuffy suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• The Mathematical Education
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• v.46 no.3
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• pp.315-329
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• 2007

The concepts of ratio, rate, and proportion are used in everyday life and are also applied to many disciplines such as mathematics and science. Proportional reasoning is known as one of the pivotal ideas in school mathematics because it links elementary ideas to deeper concepts of mathematics and science. However, previous research has shown that it is difficult for students to recognize the proportionality in contextualized situations. The purpose of this study is to understand how the mathematical concept in the middle school mathematics curriculum is connected with ratio, rate, and proportion and to investigate the characteristics of proportional reasoning through analyzing the concept including ratio, rate, and proportion on the middle school mathematics curriculum. This study also examines mathematical concepts (direct proportion, slope, and similarity) presented in a middle school textbook by exploring diverse interpretations among ratio, rate, and proportion and by comparing findings from literature on proportional reasoning. Our textbook analysis indicated that mechanical formal were emphasized in problems connected with ratio, rate, and proportion. Also, there were limited contextualizations of problems and tasks in the textbook so that it might not be enough to develop students' proportional reasoning.

• The Mathematical Education
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• v.37 no.1
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• pp.87-99
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• 1998

Mathematics education is very important in future because mathematics is the basis of every study, for example, natural and social science, etc. Our nation wide curriculum has been revised six times since 1948. In 1992, the sixth revision was enforced and we are using the revised textbook now. This study aims at helping of continuous investigation for educational curriculum and textbook, and aims at efficient teaching by preventing unnecessary repetition and excessive gap in real field by analyzing the articulation of Analytics part in school textbook from elementary to high school. This thesis consists of the followings. 1.Investigation of the principles and natures of articulation along with curriculum course and notice the articulation based on the analysing tools. 2.Importance of learning functions. 3.To get the propriety, formation of 8 judging group and classification of content materials in function chapters by the judges based on the analyzing tools. 4.Analysis of presentation method and terminologies in the first concepts, suggestion teaching method to reduce gap and help of understanding on first concepts in the study of function. As a result 'development' consists of 55.8% of the total and it is higher than 'duplication' and 'gap'. To be specific in periods, between elementary school and middle school 'development' takes 64.5% and this shows an acceptable articulation in the period. While 39.4% of 'gap' in articulation between middle school and high school looks high compared with 'gap' between the previous periods. The item suggested with the 'gap' is the 'definition of function', 'value of function', 'parallel translation', 'exponential and logarithmic function'. It is observed that these materials is suddenly appeared in high school.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.147-177
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching, with the aim of allowing students to develop their mathematical ability. Teachers' manuals are provided to help teachers fallow the basic direction and achieve the curriculum aims, but in practice they are not always helpful. Therefore, we reconstructed parts of a teachers' manual. This involved analyzing the contents of units 6, 7 and 8 of the elementary mathematics textbook 4 na to identify and outline the problems; introducing more detailed teaching methods and activities; and developing teaching learning materials. We tested the new version in several real classes and analysed the responses 6f teachers and students to examine the possibility of its practical use. The results suggest that the reconstructed version of the teachers' manual for units 6, 7 and 8 of textbook 4 na is of greater practical utility.

• The Mathematical Education
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• v.61 no.1
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• pp.29-45
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• 2022

This study tried to analyze the problems by critically examining how the chance is taught in relation to the concept of chance and randomness in the Korean elementary school mathematics curriculum. To this end, the concepts of chance and randomness were first examined, and problems were presented in based on this by the literature analysis on mathematics curriculum material and textbooks for elementary school in Korea. As a result, there was a lack of experience in reasoning based on data, and randomness instruction was not performed properly. In addition, as the teaching of the sample space was omitted, contradictory materials were being used. Moreover, it was pointed out that the teaching of chance is focused on a specific grade level. For the improvement of the teaching of chance, a teaching of the probability experiment and the sample space were mainly suggested, and it was also suggested that the contents of the data area be adjusted for the composition focused on a specific grade.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.341-355
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• 2014

The purpose of this study was to analyze the research trends of elementary mathematics education in Japan. For this purpose, 192 papers published by Japan Society of Mathematics Education for the last 10 years(2004-2013) were analyzed according to there criteria. First, as for research topics, the frequent topics in order were instructional design and methods (36.7%), analysis of curriculum and textbook, general studies, learners' perspectives and abilities, evaluation, teacher education, education engineering and parish. Second, the contents were researched by the order of number and operations (47.4%), geometry, regularity, measurement and probability and statistics. Finally, research subjects of this study were researched by the order of students(39.3%), teachers. Papers dealing with lower graders as well as pre-service teachers were rare. And article dealing with low-achievers and gifted students were not founded. On the basis of this result, we hope it will provide the follow-up and the idea of the elementary mathematics education in Korea and also help various and balanced development.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.55-70
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• 2013

This study tried to redesign a robot curriculum and proposed it for the purpose of enhancing, supporting sustainable development of robot in educations. For doing so, this study referred relevant existing literacy contents at robot literacy educations, and defined a robot literacy education. In addition, this study presented elements of robot literacy by dividing them into five kinds. In relation with the scope of robot literacy education suggested here, this study proposed basic robot area, measurement and observation along with robots based on three elements of robotics, movement and expression made by robots, my own robot design, and comprehensive activity area. Regarding to development stages of robot literacy, the study applied the classical model of curriculum development by Tyler (1949), and intended to secure validity and reliability on the curriculum composition, and then developed a curriculum after analyzing mathematics and science curriculums in existing elementary, middle schools accordingly.