• Journal of the Korean Geographical Society
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• v.39 no.3
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• pp.409-424
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• 2004

This study examines Korean-related description from 1931 to 2002 in 18 university-level ‘World Regional Geography’ textbooks, being published as English. During this period, the amounts of Korean-related contents in world regional geography textbooks have gradually increased. The main Korean-related topics were generally ‘Colonization by Japan’, ‘Korean War’, ‘Rapid economic development in South Korea’, and ‘North Korea’. The distorted information and erroneous description about Korea were mostly found in textbooks. The national and cultural identity of Korea was severely distorted and made a fallacy by ‘accidental-centered’ thought. It is suggested that foreign geographers who refer ‘Korea’ in World Regional Geography textbooks need to critically re-examine the ways in which Korean-related contents are in proper place.

• Publications of The Korean Astronomical Society
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• v.34 no.3
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• pp.49-65
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• 2019

We investigate the provenance and the changes in the timekeeping system focusing on official records such as almanacs and textbooks published by the government after the solar calendar was introduced. We found that the solar calendar and the 12-hour clock time first appeared in 1884 during Joseon dynasty, at that time the solar calendar was used at the open port in Busan to facilitate the exchanges with Japan. The 12-hour clock time first appeared in the 『Hansung Sunbo』 published by the government in 1884. We also found that the Joseon dynasty also used 12 diǎnzhōng or 12 diǎn. In addition, the term of the 'Sigan' first appeared in the first official academic textbook in August 1895, and the chapter related to time contained the information about 12-hour clock time instead of the 12 Shi. In 1908, the meaning of the solar time, the equation of time, and the differences in longitude with the adoption of Korean Standard Time were introduced. Meanwhile, the 24-hour clock time was first introduced in Joseon and applied to railway times in 1907. The 1946 almanac, the first issue after liberation, used the 12-hour clock time which uses 'Sango', 'Hao' and the 24-hour clock time started to be used from the following year and is still used to this day. Finally, the 12-hour clock time, which was introduced around 1884, was enacted as Article 44 of the law in 1900 and was revised again in 1905 and 1908. In Korea, the terms related to the time in the current astronomical calendar system were newly defined around 1884, 1896, and 1908, and gradually standardized through the establishment of laws.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.81-97
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• 2013

In this study, we investigated how the relationship between 'parallel' lines and 'identical' lines is stated in mathematics textbooks of the 2007 revised national curriculum. In school mathematics, 'parallel' lines and 'identical' lines are explicitly distinguished in the perspective of 'coincidence', whereas 'identical' lines are implicitly regarded as a special case of 'parallel' in the perspective of 'slope'. These different treatments could bring out a confusion as was in the mock mathematics test for 2012 College Scholastic Ability Test. To resolve this confusion, it needs to be considered that the relationship between 'parallel' lines and 'identical' lines are more clearly stated in the context of 'slope' such as in some textbooks for the 4th and 5th curriculum and a textbook of Japan.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.481-506
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• 2019

Perpendicularity and parallelity are important concepts in Mathematics as well as real-life contexts. However, those concepts are rather reduced in 2015 revised curriculum compared to previous 2009 revised curriculum. This study firstly analyzed teaching method related to perpendicularity and parallelity in a series of mathematics textbooks of Korea, Singapore and Japan. Moreover, the unit of perpendicularity and parallel was redesigned in a way to understand the concepts meaningfully and to give opportunities for students to explore how to make perpendicular and parallel lines. The results showed that noticeable changes has been as the curriculum was revised in Korea. Also, three countries showed some differences in concepts definition and learning activities. This study is expected to suggest implications for how to teach perpendicularity and parallelity in elementary school mathematics.

• The Mathematical Education
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• v.29 no.1
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• pp.21-34
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• 1990

This is a study on an instruction of estimation for error correction in the calculation with a computer or a calculator. The aim of this study is to survey a new aspect of calaulation teaching and the teaching strategy of estimation and finally to frame a new curriculum model of estimation instruction. This research required a year and the outcomes of the research can be listed as follows: 1. Social utilities of estimation were made clear, and a new trend of calculation teaching related to estimation instruction was shown. 2. The definition of estimation was given and actual examples of conducting an estimation among pupils in lower grades were given for them to have abundant experiences. 3. The ways of finding estimating values in fraction and decimal fraction were presented for the pupils to be able to conduct an estimation. 4. The following contents were given as a basic strategy for estimation. 1) Front-end strategy 2) Clustering strategy 3) Rounding strategy 4) Compatible numbers strategy 5) Special numbers strategy 5. In an instuction of estimation the meaning, method. and process of calculation and calculating algorithm were reviewed for the cultivation of children's creativity through promoting their basic skill, mathematical thinking and problem-solving ability. 6. The following contents were also covered as an estimation strategy for measurement 1) Calculating the sense of quantity on the size of unit. 2) Estimating the total quantity by frequent repetition of unit quantity. 3) Estimating the length and the volume by weighing. 4) Estimating unknown quantity based on the quatity already known. 5) Estimating the area by means of equivalent area transformation. 7. The ways of instructing mental computation were presented. 8. Reviews were made on the curricular and the textbook contents concerning estimation instructions both in Korea and Japan. and a new model of curriculum was devised with reference to estimation instruction data of the United States.

• The Mathematical Education
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• v.57 no.2
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• pp.93-110
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• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.16 no.2
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• pp.221-243
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• 2003

Sudden sensorineural hearing loss may be defined as a severe loss of hearing occurring within a short space of time without any obvious cause. Its etiology is not verified yet, treatment and prognosis are uncertain. Objectives: We reviewed 6 cases of patients who hospitalized in Kyunghee Oriental Medical Center Dept. of Otolaryngology. Using the criteria of Siegel and Research Team of the Japanese Ministry of Health and Welfare of Japan, We are to evaluate the effect of Herb medication, Acupuncture therapy, and Negative therapy. We also attempted to search effective methods of therapy of sudden sensorineural hearing loss. Methods: We treated them with Oyaksunki-san(烏藥順氣散) for softening qi-stagnation and supressing 'Wind'(順氣治風), Chungsimjihwang-tang(淸心地黃湯) for strengthening 'Heart' and 'Kidney'(補心益腎), Boikyangwi-tang(補益養胃湯) for strengthening 'Wi-qi' and 'Stomach'(補衛(胃)氣). We also used acupuncture therapy and negative therapy based on the textbook of Acupuncture and Moxibustion. Results: One patient recovered completely after 5 days therapy, two patient markedly, another two patient slightly and one patient had no improvement. Conclusions: To treat sudden hearing loss, we can use Oyaksunki-san(烏藥順氣散) in the early stage of the disease. We can treat with Chungsimjihwang-tang(淸心地黃湯) and Boikyangwi-tang(補益養胃湯) in the late period of the disease, and administer Jaeumgenby-tang(滋蔭健脾湯) for suppressing tinnitus. If there is evidence of viral infection and the patient have too severe hearing loss, We can also use steroid in combination with Herb medication in the early stage of the disease. The Western medicine demonstrated that the start time of treatment had influence on recovery. If we started Oriental medical treatment within a week from the onset of sudden deafness. we will obtain the desired results. As the Western medical treatment does, Oriental medical therapy may have no effect after one month from onset of the disease.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.7
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• pp.2648-2653
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• 2010

Three books of home economics were published in Korea 1907 and approved as textbooks for women's education by Korean government from 1908 to 1910 and by the Choseon Government-General from 1912 to 1914. The textbooks contained modern knowledge about housing which was focused on hygine matters and most systematic among the knowledge of that time. The original book of the three was Sinsen Gajunhak(新選家政學) by Shimoda Yutako published in Japan 1990 after her surveying western home economics knowledge. It means the modern housing knowledge educated in Korea around 1910 was affected by Western modern thinking in home economics field that gave the responsibility of housing cleanness for family members' health to housewives. So the knowledge even made the educated women to practice their learning only as wives, which was still traditional.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.445-467
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• 2018

In this study, we analyzed the contents of pi and the area of a circle presented in Korean, Japanese, Singapore, and American mathematics textbooks, and drew implications for the teaching of pi and the area of a circle in school mathematics. We developed a textbook analysis framework by theoretical discussions on the concept of the pi based on the various properties of pi and the area of a circle based on the central ideas of measurement and the previous researches on pi and the area of a circle in elementary mathematics. We drew five suggestions for improving the teaching of pi and three suggestions for improving the teaching of the area of a circle in Korean elementary schools.