• Title/Summary/Keyword: Mathematics textbook

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Developing a Model and Exemplary Unit of Highly Utilizable Mathematics Textbook (활용도 높은 수학교과서의 모형 및 예시 단원 개발 연구)

  • Do, Jonghoon
    • Journal of the Korean School Mathematics Society
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    • v.19 no.3
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    • pp.239-260
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    • 2016
  • Textbook is the most important material in learning and teaching school mathematics. It is necessary to develop highly utilizable mathematics textbook in view of normalization of public education including mathematics education. In this paper we first discuss the meaning of good mathematics textbook and analyze current mathematics textbooks to establish directions of highly utilizable mathematics textbook to student as well as teacher. And then we suggest a model and exemplary unit of highly utilizable mathematics textbook.

Analysis of Preservice Mathematics Teachers' Perceptions on Mathematics Digital Textbook (수학과 디지털교과서에 대한 예비수학교사들의 인식 연구)

  • Heo, Nam Gu
    • The Journal of the Korea Contents Association
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    • v.16 no.10
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    • pp.364-372
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    • 2016
  • The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.

On Development of New Mathematics Textbook and the Standard Textbook Authorization of the 7th Educational Curriculum (수학과 2종 교과서 개발 및 검정 기준에 관한 소고)

  • 황혜정
    • The Mathematical Education
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    • v.39 no.1
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    • pp.1-9
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    • 2000
  • Now, mathematics textbook is being developed in accordance with the 7th educational curriculum. It is expected that qualified textbook reflecting 'differentiated education' concept be developed and published. But there are still many limitations of textbook authorization system to develop 'such' textbook. Many authors of textbook have difficulty in developing creative and qualified textbooks in their own way. In this paper, we deal with what the authors should keep in mind and could reflect related on textbook authorization system in developing textbook. For this purpose, focusing on new 'content principle' of mathematics textbook authorization, the paper presented its educational background.

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Examining Mathematics Teachers' Perception Toward Multicultural Education: Teachers' Noticing of Multicultural Contents in Mathematics Textbooks

  • Hwan, Sunghwan;Cho, Eunhye;Albert, Lillie R.
    • Research in Mathematical Education
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    • v.23 no.2
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    • pp.93-111
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    • 2020
  • The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

A Comparative Study on the Internal System of Elementary Mathematics Textbook Composition in Korea and Japan (한국과 일본의 초등수학 교과서 구성의 내적 체제 비교)

  • Kim, Pan Soo;Lee, Young Ju
    • East Asian mathematical journal
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    • v.38 no.4
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    • pp.439-461
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    • 2022
  • Since 2022, textbooks in elementary school mathematics have been converted from national textbook system to authorization system, but it is pointed out that the composition of these new textbooks is almost the same as the existing national textbooks and the advantages of the authorization system cannot be utilized. Therefore a need has been raised to find out the composition of foreign textbooks. In order to compare the internal system of elementary mathematics textbook composition in Korea and Japan, Wakuwaku Sansu, one of Japan's elementary mathematical textbooks was analyzed and compared with Korean textbooks. As a result of the analysis, it was found that Japanese textbooks have more flexibility in the composition of the unit, the number of hours of the unit, the introduction of special lessons, and emphasis. This analysis will promote the diversity and creativity of the composition of elementary mathematics textbooks in Korea, providing implications for more efficient textbook compilation.

A Study on Development of Textbook 'Modern Algebra' for Training Mathematics Teacher of Secondary Schools (중등학교 수학교사 양성을 위한 현대대수학 교재 개발 연구)

  • Shin Hyunyong;Lee Kang Sup;Han Inki;Lyou Ikseung
    • The Mathematical Education
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    • v.44 no.3 s.110
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    • pp.337-360
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    • 2005
  • In this paper we develop textbook 'Modem Algebra' for training mathematics teacher of secondary schools. In order to understand mathematics teacher's viewpoint about desirable textbook 'Modem Algebra' we created a Questionnaire related with curriculum and textbook for training mathematics teacher of secondary schools. We analyze the result of the questionnaire along with recent studies on teacher education and come up with basic principles of developing textbook 'Modern Algebra'. The first version of 'Modern Algebra for Mathematics Teachers' that we have developed based on our study can be found in website 'www.teacheredu.co.kr'.

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An Analysis of Mathematics Textbook's Contents Based on Davydov's Activity Theory (Davydov의 활동이론에 기반한 초등학교 수학교과서의 내용 분석)

  • Han, Inki
    • East Asian mathematical journal
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    • v.29 no.2
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    • pp.137-168
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    • 2013
  • In this paper we study activity theory and Davydov's learning activity theory. We analyze brief history of activity theory in Russia, structure of human activity, and Davydov's studies in activity theory. Especially we analyze Davydov's 1st grade mathematics textbook, and try to investigate embodiment of Davydov's learning activity theory in his mathematics textbook.

Research trends of mathematics textbooks: An analysis of the journal articles published from 1963 to 2021 (수학 교과서 연구의 동향 분석: 1963년부터 2021년까지 게재된 국내 수학교육 학술지 논문을 중심으로)

  • Pang, Jeong Suk;Oh, Min Young
    • The Mathematical Education
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    • v.61 no.3
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    • pp.457-476
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    • 2022
  • Mathematics textbooks as the main resources to support mathematical teaching and learning are used importantly in Korean lessons. Although the scope of mathematics textbook research has been expanded and the research has increased, few studies have analyzed the overall trends of mathematics textbook research in Korea. This study analyzes the overall trends of textbook research on 418 papers pertinent to mathematics textbooks published in domestic mathematics education journals. The results of this study showed that the proportion of textbook analysis research was the highest, followed by textbook use and textbook development research in order. There were more textbook studies at the elementary school level than at the middle or high school levels. Regarding textbook analysis studies, the most frequent topic was to analyze how specific mathematical concepts were presented in textbooks. Regarding textbook use studies, many studies asked both teachers and students to review the appropriateness of textbooks under development or analyzed the perception and use of specific activities of textbooks based on a survey. Regarding textbook development studies, the most popular topics included the directions and examples of new development, such as storytelling-based or electronic textbooks. This paper finally presented implications for textbook research in light of the domestic mathematics education context and the international mathematics textbook research trends.

The Study on the Development principles for the Mathematics Textbook based on Storytelling and the Possibility of Implementation (스토리텔링 수학 모델 교과서의 개발 원리와 현장적용 가능성에 대한 연구)

  • Kwon, Oh Nam;Ju, Mi-Kyung;Park, Jung Sook;Park, Ji Hyun;Oh, Hye Mi;Jo, Hyung Mi
    • Communications of Mathematical Education
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    • v.27 no.3
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    • pp.249-266
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    • 2013
  • The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

Problems and Improvements of Teaching the concept of Pyramid in Elementary Mathematics Textbook (초등학교 수학교과서 '각뿔' 지도 방식에 대한 분석과 개선 방안)

  • Lee, Dong Hwan
    • School Mathematics
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    • v.15 no.1
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    • pp.1-14
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    • 2013
  • The purpose of this study is to examine the way of teaching the concept of pyramid in the elementary mathematics textbook and try to improve the problem. Although textbook present the general definition of pyramid as including regular pyramid, right pyramid, oblique pyramid, the textbook intentionally deal with right pyramid or regular pyramid. This intention reflect the intuition or familiarity of students. But, according to the analysis, this intention do not realized. The example of pyramid presented in the textbook do not coincide with mathematical definition and intuition of students. If we intend to deal with right pyramid in the textbook, we should treat of regular pyramid and right pyramid whose base is a rectangular in the textbook.

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