• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.1-25
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• 2012

The purpose of this study is to extract the conceptual nature of contextualization in mathematical problems and to analyze problems according to its conceptual framework based on the perspective of RME (Realistic Mathematical Education) which emphasizes mathematising through realistic context in mathematics textbooks of the 4th grade in Korean textbooks and the U. S. materials. "Contextualization" was analyzed by three elements such as everydayness, variety, and mathematical immanence. As results, Korean textbook showed much less in the amount of contextual problems and also represented lower contextualization in contextual problems than that of American textbooks.