• Journal for History of Mathematics
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• v.34 no.2
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• pp.75-87
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• 2021

Hirabayashi Ichiei has sought theoretical improvement of educational studies in mathematics from the standpoint that educational studies in mathematics should be practical. His beliefs and subsequent attempts have many implications for Korean educational studies in mathematics. In this regard, it is meaningful to examine his theory of mathematics education. But he is not well-known in Korean community of educational studies in mathematics today. For this reason, His life and theory of mathematics education are outlined.

• Journal for History of Mathematics
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• v.19 no.3
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• pp.71-84
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• 2006

The purpose of the study was to investigate the evolution of Korean modern mathematics in late 19th and early 20th century. This article reveals the efforts of incipient Korean mathematicians who had adopted modern mathematics from western countries and the difficulties and struggles they had to go through at that time. At the end of the article, we discussed our current status in international mathematical society.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.103-112
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• 2009

In this article, we look into the present status of Korean mathematics and stress the importance and the need of research on its history. Some researches on it have been done by Hong, though not known to the world. We search some of the ways of activating the research on Korean mathematics history and introducing it to the world.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.39-56
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• 2011

In 7th grade textbooks, the distributive property is generalized as in algebraic forms, and it seems that the students have not so good grip on this property. To get a good stock of knowledge on that generalized property, full understanding of it in concrete context should take precedence. This study would aim to propose some educational implications for better understanding of that property, through analysing the contents of it comparatively in Korean and Japanese elementary textbooks.

• The Mathematical Education
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• v.24 no.2
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• pp.27-34
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• 1986

At present, Japanese textbooks of mathematics for elementary and secondary schools are thorized by the Ministry of Education. In former days, this system was also in effect for mentary schools until 1905 and for secondary schools until 1944. this article we discuss the start and the change of this system until 1905 and its influences the textbooks of mathematics. The main interest of the system was originally to prevent the textbooks from having the pressions which have the fear of breaking laws, disturbing the public morals or mistaking real facts. The interest changed to assure that the textbooks might comply with the ional standards of teaching syllabuses. And the standards such as the ones of the sizes of ers in the textbooks were made public one after another. The comments attached to the textbooks which applied for the authorization often pointed out use of unsuitable concrete numbers. The comments were often concerned with the difficulty words or sentenses for elementary schools and with the incorrectness of mathematical contents secondary schools. We conclude that the system encouraged the rapid modernization and regularization of Japanese tbooks during this period. We may note that there was a tendency not to adopt an extremely usual trial into the textbooks.

• Research in Mathematical Education
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• v.20 no.1
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• pp.31-38
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• 2016

WHAT we teach, and HOW students experience it, are the primary factors that shape students' understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the results of the approach to "break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of "mathematical culture" in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated approach to assessing learning.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.111-130
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• 2018

In this study, I compared and analyzed the contents of Korean, Japanese, Singapore, American, and Finnish textbooks about fraction which is one of the important and difficult concepts in elementary school mathematics. This is aimed to get the implications for meaningful fractional teaching and learning by analyzing the advantages and disadvantages of the methods and time of introducing the concept because fraction has the diversity of the sub-concepts and the introducing methods or process. As a result of the analysis, the fraction was introduced as part-whole(area) in all five countries' textbooks, but the use of number line, conversion between improper fraction and mixed number, whether to deal with part-whole(set) model. Furthermore, there are differences in the methods in obtaining of the equivalent fraction and the order of arrangement in comparison of fraction. Through this analysis, we discussed the reconsideration of the introducing contexts of fractions, the use of number line when introducing fractions, and the problem of segmentation and classification of contents.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.29-48
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• 2019

Previous studies on double scale models, visual models with two different scales (Chong, 2015), have focused on double number line and little research has been conducted on how to employ double scale models in the elementary mathematics textbooks series. Given this, we analyzed the characteristics of double scale models in the Japanese elementary mathematics textbooks in the following aspects: (a) the contents of units where double scale models were used; (b) the purposes of using such models; (c) the types of such models tailored to the contents and grade levels; and (d) the characteristics of problem contexts dealing with the models. The results of this study showed that double scale models were effectively used to connect the contents related to multiplication, specifically for the contexts of ratio. Such models were addressed for students in a systematic and gradual way as the grade levels went up. Based on these results, this paper describes implications on how to use double scale models in mathematics textbooks.

• The Mathematical Education
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• v.49 no.4
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• pp.395-410
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• 2010

Current mathematics of CSAT(College Scholastic Ability Test) faces time to prepare examination questions according to the new curriculum making this year the last. MEST(Minister of Education, Science and Technology) already decided the range of examination in 2008. However, the discuss about how to construct the questions and what form of questions should be set was not conducted enough. Mathematics items of CSAT will have to undergo changes both in 2012 and 2014. Also, reconstruction of the examination questions for the past 16 years and the exploration of the new direction are strongly required. To accord with these requirements, this study analyze Japan's college entrance exam, NCTUA(National Center Test for University Admissions) which is the most similar to our exams. And then on the basis of this, the applicable implication to set mathematics questions in 2012 and 2014 CSAT will be deducted.

• 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.