• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.485-499
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• 2015

In this paper, focusing on definitions of terms related to ratio (a:b, external ratio, internal ratio, percentage, proportion, bi-ui-gap(value of a:b)), elementary school mathematics textbooks of Korea and Japan are compared. We can find significant differences between Korean and Japanese textbooks. In Korean textbook, 'bi-yul' includes both of the internal ratio and the external ratio. In Japanese textbooks, the external ratio(amount of unit size) and the internal ratio(wariai) are defined independently. And a:b is set to a subconcept of the internal ratio. In addition, a:b and percentage are presented as methods to express the internal ratio. From these results, the following four implications for developing our mathematics textbooks can be presented as conclusions. First, it is necessary to limit the ratio to mean the internal ratio. Second, it is necessary to define connotatively the ratio as the internal ratio and to set it as a prior concept of a:b. Third, it is necessary to define 1% as the internal ratio 0.01. Fourth, it is necessary to define bi-ui-gap as a number for expressing a:b, when viewing a:b as the expression method of the internal ratio.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.201-220
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• 2021

The objective of this study is to increase awareness and interest regarding polar science and thereby aid in establishing the concept and future direction of polar literacy. To analyze the current status, textbooks based on the common school curriculum pertaining to polar topics were reviewed. Six countries that actively conduct polar science, namely Korea, France, Japan, Germany, the United States, and the United Kingdom, were chosen. Subsequently, 402 cases in 110 science and social studies (geography) textbooks of these countries were analyzed through both quantitative and qualitative methods. Based on the obtained results, the importance of polar research in geoscience education and the need for spreading awareness regarding polar research as an indicator of global environmental changes were examined. It was found that the primary polar topics described in the textbooks are polar glaciers, polar volcanism, solid geophysics, polar infrastructure, and preservation of geological resources and heritage. This demonstrates that the polar region is a field of research with important clues to Earth's past, present, and future environments and is also a good teaching subject for geological education. However, an educational approach is needed for systematically laying emphasis on polar research. The implications of this study are manifold, such as the establishment of a cooperative system between polar scientists and educators, extraction of core concepts for polar literacy and content reconstruction, discovery of new polar topics associated with the curriculum, diversification of forms of presentation in textbooks, and development of an affective image that is based on correct cognitive understanding. Furthermore, through the continuance of polar topics in textbooks, students can improve their awareness regarding polar literacy and polar science culture, which in turn will serve as the driving force for sustainable polar research in the future.