• Journal of Elementary Mathematics Education in Korea
• /
• v.24 no.1
• /
• pp.109-128
• /
• 2020

South Korea places the core of public education in school education, and textbooks are compiled based on curriculum announced by the Education Ministry. Therefore, the compilation of high-quality textbooks is very important and requires more than just revising the curriculum. Korea had been working on developing textbooks several times, but it has been evaluated as a uniform textbook in terms of external system and editing design compared to advanced foreign textbooks. This can be said to be the result of the based to only the textbook's internal system, which should be dealt with in the textbook when compiling the textbook. The textbooks which were developed at seventh curriculum were made remarkable changes in the history of South Korea textbooks. In this study, we want to examine the nation's state-authored textbooks, from the seventh textbook to the current textbook in 2015 by order of magnitude and to give a careful look at what aspects of the changes are being made. To this end, the composition of textbooks is analyzed by dividing them into external and internal systems. The external system of textbooks focuses on changes in plate form, shape, lipid, color, and illustration, while the internal system focuses on changes in the composition system of the unit, the composition system of the contents by lesson, and the style of question. As a result, we led to a significant conclusion on the changes in textbooks.

• Education of Primary School Mathematics
• /
• v.27 no.1
• /
• pp.57-74
• /
• 2024

This paper analyzed the programming education specialized lessons presented in two types of elementary school mathematics textbooks according to the revised Japanese curriculum in 2017. First, this paper presented in detail how each activity is connected to Korean mathematics areas, what elements of mathematics can be learned through programming education, how each activity is structured, and how the actual programming according to the textbook activities is structured. In Japanese textbooks, geometry and measurement areas were presented the most among Korean mathematics content areas, and mathematical elements such as sequences, rules, and algorithms were most implemented for learning. Digital learning tools that make up actual programming present more elements than those presented in the textbooks and are presented in great detail so that students can do actual programming. Lastly, in blocks, motion, control, and calculation blocks were used a lot. Based on these research results, this study provides implications when conducting programming-related education in Korea.

• School Mathematics
• /
• v.12 no.1
• /
• pp.45-60
• /
• 2010

In school mathematics, gakdo(korean, ie angular measure in english) lost effectiveness as a term, on the other hand, an expression gak-ui-kugi(korean, ie size of angle in english) is prevalent these days. So it is necessary to accept this expression. It is necessary to specify in textbook that the size of angle rely on the degree of gap between two edges regardless of the length of edges. The content of curriculum manual and the content of textbooks must be reconciled. Random units for measuring the size of angle are not contained in textbooks. It can be possible, but it is not carried out actually. So, it is necessary not to require it in curriculum manual considering this circumstance. In curriculum manual, it is necessary to specify the role of 1-right angle as a standard unit, and situations to use it must be presented in textbooks. In cut-paste method of finding the sum of the size of three angles in a triangle and the sum of the size of four angles in a quadrilateral, keeping a straight angle and one rotation in mind, an explanation is based upon a premise that students know how to express the $180{^{\circ}}$ and $360{^{\circ}}$ in figure as a result. It is a leap of logic.

• Research in Mathematical Education
• /
• v.13 no.2
• /
• pp.171-180
• /
• 2009

This study investigates relationships between 7th and 8th grade students' achievements in forming and solving equations of. Study was conducted on randomly selected 7th and 8th grade students of elementary schools in Konya City, Turkey. 145 students (99 female, 46 male) participated in the research. Data were collected by an 'Equation Test'. The test which is suitable for equation types in 7th Grade Elementary Mathematics Curriculum. It was developed by the researchers. The relationships between achievements in forming and solving equations were examined by dependent samples t-test. The t-test results show that there is a significant difference. This difference is in the favor of equation solving (p>0.05). In other word, students are more successful in equation solving. In addition, students' achievements about different types of equations were investigated. The results show that the students have the highest achievement in ax=b type and the lowest achievement in (ax+b)/c=(dx+e)/f type of equations.

• Communications of Mathematical Education
• /
• v.21 no.2 s.30
• /
• pp.227-270
• /
• 2007

We described the overall explanation about R statistical package in Jang(2007). With referring the contents of the 7th national mathematics curriculum, we suggest the plan for applications of R package on probability and statistics education in elementary, middle and high school mathematics.

• Research in Mathematical Education
• /
• v.10 no.4 s.28
• /
• pp.239-258
• /
• 2006

This study sought to examine preservice teachers' beliefs about their intent to use computers and Internet resources in mathematics classrooms. Also, web-based instruction on topics in elementary school mathematics was used to foster teachers' confidence and competence in using instructional technology, thereby promoting positive attitudes toward use of computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p < 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group.

• Education of Primary School Mathematics
• /
• v.9 no.2 s.18
• /
• pp.119-134
• /
• 2005

The goals of this study is to analyze develop the materials which help students develop spatial sense in elementary school and to investigate its effects. To accomplish those goals, the 7th National Curriculum was analyzed to identify the contents of spatial sense. After analyzing the 7th National Curriculum, the principle for developing the teaching aids focusing the realization of the contents in the spatial sense was set up. And then various teaching materials which can enhance students' spatial sense was developed. It is consist of 17 kinds of concretely operating materials, 7 kinds of tangram papers, one web-material. To verify the effect of the materials, surveyed the usability of the materials and two classes was selected and tests were administered before and after the treatment. Through this application, several conclusion were drawn. First, a survey result says that teachers thought materials developed would be effective in developing spatial sense. Second, the materials developed were effective to develop spatial sense. The score gained by the experiment group after the treatment was statistically meaningfully higher than the control group. This means that the materials developed helped children to develop spatial sense.

• Journal of the Korean School Mathematics Society
• /
• v.14 no.1
• /
• pp.65-84
• /
• 2011

The purpose of this research is to draw some implications for reducing gender differences in educational achievement of mathematics by inquiring those in mathematics-related attitudes. For this purpose, this article analyzed the gender difference in mathematics-related attitudes of the elementary, middle, and high school students. Also, mathematics-related attitudes according to achievement levels was analyzed. The findings of this study are as follows. Firstly, in the scores on mathematics-related attitudes, male students were significantly higher than those of female students. Secondly, in the evaluation of the subordinate factors of mathematics-related attitudes, gender differences were shown a little bit larger in the areas of interest and self confidence than in the area of perception of mathematics value regardless of grades. Thirdly, in all schools, the higher achievement level is, the higher the score of mathematics-related attitudes is. Lastly, gender differences on mathematics-related attitudes in advanced level group is bigger than those in other level groups.

• Education of Primary School Mathematics
• /
• v.16 no.1
• /
• pp.57-70
• /
• 2013

This study is aimed to compare the area of geometry of elementary mathematics textbooks in korea and china. Through this study, we would like to suggest some guidelines in order to develop geometric curriculum and textbooks in korea and to search for more efficient methods of learning mathematics. For this, we have looked through the general characteristics of geometry domain in mathematics curriculums and the textbooks in korea and china. Furthermore, we have found the similarities and differences while comparing specific contents in the two countries. The followings are the conclusions of this study. First, The mathematics curriculum in korea is divided into 'figure' domain, but the one in china is divided into 'space and figure' domain, which deals with figure and measurement. And china constructs the contents of the basic figure as a whole unit. Second, korea gives clear learning aims about contents whereas china gives learning activities. Lastly, when starting teaching a plain figure, korea focuses on checking and finding definitions and characters through fundamental figures. However, china focuses on figuring out components and the relations among them throughout various plain figure activities.

• Journal of Korean Elementary Science Education
• /
• v.35 no.2
• /
• pp.181-193
• /
• 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.