• East Asian mathematical journal
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• v.31 no.4
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• Journal of Contemporary Eastern Asia
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• v.17 no.2
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• pp.176-198
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• 2018

Environmental issues are among the most critical issues nowadays. These issues are no longer confined to individual countries, and international society has been progressing in building global dialogues since the early 1970s. Within these international efforts, Germany and Japan have played essential roles in global environmental governance. However, there are major differences in nation-level environmental policies in both countries. Governance based on network structure is more efficient than that based on hierarchy for solving complex problems. The network structure is formed through horizontal cooperation among various autonomous actors, and the relationship intensity among actors is one of the key concepts in the governance. Using social network analysis as a framework to explain complicated societal structures explains how interaction among actors creates networks, and these networks further affect their interactions. The purpose of this study is to investigate the structure of environmental policy governance as collaborative governance in Germany and Japan. To address this goal, this paper analyzes the relationship between the informational dimension of governance networks and its complement resource-sharing networks in both countries. The results show that the information-sharing networks have lower-level network influence on the resource-sharing networks as higher-level networks even if not all of the information factors have singular influences. The results suggest that the information-sharing networks may be one of the pieces of the puzzle for explaining this phenomenon in environmental governance in Germany and Japan.