• Education of Primary School Mathematics
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• v.22 no.1
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• pp.83-94
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• 2019

Current mathematics curriculum of South Korea suggests that students learn mathematics in school with calculators except that the aim of the math lessons is to achieve calculation skills, but we can't be sure that elementary school students use calculators in math lessons of school. Actually we don't have enough data to identify how many elementary school students use calculators in math lessons. The aims of this study are to compare the ratio of elementary school students using calculators in math lessons of school between 20 countries and to analyse the relation between using calculators in math lessons and the achievements of math through $4^{th}$ grade mathematics test of TIMSS 2015. The results of this study are two. One is that generally $4^{th}$ grade students did not use calculators in math lessons. The other result is that generally there is no relation between using calculators in math lessons and the achievements of the math test through $4^{th}$ grade mathematics test of TIMSS 2015. Only in Hong Kong SAR, students without using calculators have higher achievements than students using calculators. In England and USA, students using calculators have higher achievements than students without using calculators. Finally, researcher in this study suggests some implications on using calculator in elementary schools.

• Education of Primary School Mathematics
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• v.23 no.2
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• pp.63-72
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• 2020

The purpose of this study is to develop a mathematics self-efficacy test tool for elementary school students based on the sub-factors of mathematical self-efficacy derived from current studies. In this study, I verified the validity and reliability of the test tool by statistically evaluating the results of applying the test tool to the 3rd-6th grade students. In this study, Principal Component Analysis was performed on the tool for measuring the self efficacy of mathematics for elementary school students. For the validity test, the mathematics anxiety status of the participants was measured. The mathematics anxiety who were known to have a negative correlation with the mathematical self efficacy. The mathematics self efficacy tool developed in this study consists of 16 items with three subcategories: master experience, social persuasions, and emotional and physiological state. The mathematical self efficacy test tool developed in this study is expected to provide grounds for diagnosing the mathematics self-efficacy status of elementary school students and looking for ways to improve it.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.55-69
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• 2016

The purpose of this study is to investigate statistical units of elementary school mathematics textbooks upon on the statistical problem solving process to provide useful information for qualitative improvement of developing curriculum and teaching materials. This study analyzed the statistical units from the textbooks of 1st to 6th year along the 2009 revised national curriculum. The analysis frame is based on the 4 phases of the statistical problem solving process: formulate questions, plan and collect data, present and analyze data and interpret data.

• School Mathematics
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• v.3 no.2
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• pp.401-421
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• 2001

This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

• The Mathematical Education
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• v.55 no.3
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• pp.281-297
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• 2016

There has being developed elementary mathematics textbooks currently based on the 2015 revised mathematics curriculum. Vocabularies used in mathematics textbooks are mainly determined by the authors to develop textbooks. The purpose of this study was to investigate the adequacy of elementary school mathematics textbooks based on the unit structure and vocabulary, and to provide implications for elementary mathematics textbooks which is currently in development, in accordance with the 2015 revised curriculum. As a result, there were found some problems in the unit structure and vocabulary of elementary mathematics textbooks.

• The Mathematical Education
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• v.48 no.1
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• pp.61-80
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• 2009

The purpose of this study was to develop case-based pedagogy in mathematics for elementary school teachers and to investigate how they participate in the course employing case-based pedagogy. The 13 cases were developed and employed in pre-service teacher education. As such, the cases covered all content areas across grades, and included detailed description of mathematics instruction, questions for discussion, theoretical review related to each case, focus analysis and additional analysis, etc. This paper describes in what ways the participant teachers discussed cases, how case-based pedagogy had an influence on the teachers' own instruction during the practicum period, and how they assessed case-based pedagogy. This paper provides issues and suggestions for the professional development of mathematics teachers on the basis of empirical background.

• School Mathematics
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• v.17 no.1
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• pp.79-98
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• 2015

The purpose of this study was to develop the elementary mathematics textbooks as a thematic approach, to suggest meaningful directions to future textbook development and curriculum development. For this study, we suggested mathematics textbooks of the three-themes, 'Healthy Life', 'Sustainable Life', 'Living-together Life', as multi-disciplinary, inter-disciplinary, and extra-disciplinary types. With the problems that employed thematic approaches, the post-achievement scores of experimental groups who used 'Healthy Life' and 'Sustainable Life' textbooks were meaningfully higher than those of control groups. However, the post-achievement scores of experimental groups who used 'Living-together Life' textbook were not meaningfully higher than those of control groups. The attitudes towards mathematics of all three experimental groups were meaningfully higher than those of control groups. After applications of elementary mathematics textbooks as a thematic approach, we need to develop related materials, to consider various grades, levels, regions for developing better mathematics textbooks.

• School Mathematics
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• v.17 no.4
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• pp.593-611
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• 2015

Under the assumptions that teachers' beliefs toward mathematics education play a role of a filter between teachers' knowledge and teaching practices, this study surveyed and analyzed elementary teachers' beliefs toward mathematics education: helping students to understand mathematics concepts, addressing students' mathematical misconceptions, engaging students in mathematics classroom, and improving students' mathematical thinking. From the analysis of survey results of the study, I found that there were dominant components in elementary teachers' beliefs system regarding teaching mathematics. In addition, there are some constructs affected by teachers' characteristics such as gender and educational backgrounds. In this study, I presented a representative model of elementary teachers' beliefs system toward mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.61-74
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• 1999

In this paper, we try to find through questionnaires from the teachers of Cheju elementary schools what the situation at schools in performance assesment is like at this present time, what methods of performance assesment they prefer to use, and what methods they want to be developed. After that, we are going to find the methods which can be used for each grade in elementary school.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.613-627
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• 2014

Elementary textbook ${\ll}Mathematics\;4-2{\gg}$ first published in 2014 according to the 2009 elementary mathematics curriculum has been dealing with concave polygons which were not treated in elementary textbooks according to the previous curriculum. However, n the present paper, to show that there is a need to reconsider the handling of the concave polygons, after discussions about the polygon, problems in handling the concave polygons were discussed in next two viewpoints: Does 2009 elementary mathematics curriculum allow handling of the concave polygons? are there any logical leaps in handling of the concave polygon? And the following reasons to reconsider the handling of the concave polygons are presented as conclusions. First, there was no process of publicizing the handling of the concave polygon. Second, the evidences that will justify the handling of the concave polygon can not be found in 2009 elementary mathematics curriculum. Third, there are logical leaps in the handling of the concave polygons. Fourth, there is no consistency in handling the concave polygons.