• School Mathematics
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• v.18 no.2
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• pp.301-322
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• 2016

Even though measurement is an important strand of elementary mathematics education, there has been lack of research in this field. This study analyzed topics related to length and time in a series of mathematics textbooks aligned to 2007 or 2009 revised mathematics curriculum. The analysis was focused on three aspects: (a) overall instructional components of measurement, (b) instructional components specific to the topics of measurement, and (c) key competencies in mathematics. The results of this study showed that many topics dealing with length and time were represented with relation to real-life contexts or other subjects. The meanings of measurement terms and the necessity of calculation were well explained but other aspects still had room for improvement when it comes to the necessity of measurement units, appropriate choice of units, and use of students' common misconceptions. Another noticeable result was that problem solving, communication, and reasoning among key competencies in mathematics have been emphasized in the mathematics textbooks. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with length and time.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.537-555
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• 2017

This paper compared and contrasted Korean and Singaporean textbooks in order to explore the direction and possibility of teaching the big ideas related to the addition and subtraction of fractions with different denominators proposed by Lee & Pang (2016a). Firstly, we examined the teaching sequences related to the addition of fractions with different denominators in a series of elementary mathematics textbooks of Korea and Singapore. We then analyzed what types of representations are used and how the representations are presented for the big ideas related to the addition of fractions with different denominators. The results of the analysis showed that the contents related to fraction addition are addressed more gradually and systematically in Singaporean textbooks compared to Korean counterparts. The graphical representations appeared in the Singaporean textbooks provide specific implications for teaching the big ideas of the addition of fractions with different denominators. Based on such implications, we expect that the big ideas related to the addition of fractions with different denominators will be addressed explicitly and systematically in Korean textbooks.