• The Mathematical Education
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• v.38 no.2
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• pp.105-128
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• 1999

The aim of this study is to determine a way to make mathematics textbooks after Korea is reunited. For this, the analysis of curriculum in SouthㆍNorth Korea must be made before unification. Therefore this study compares and analyzes the contents, organization and mathematics terms used in the latest middle school textbooks(1995-1996). And it also compared and contrasted the two textbooks while determining the best points of each. In this way, this study will be a very useful guide for making new educational curriculum and new mathematics textbooks after South and North Korea be unified.

• The Mathematical Education
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• v.52 no.2
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• pp.129-147
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• 2013

The Ministry of Education Science and Technology represented National Mathematics Education Advance Plan in 2012. The plan is focused on reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. After the National Mathematics Education Advance Plan new middle school mathematics textbooks have been developed and they will be used from 2013. The purpose of this study is to analyse those mathematics textbooks to find how the National Mathematics Education Advance Plan is affected to the mathematics textbooks. This study found some important aspects affected from the Advance Plan to those textbooks and some implications for the future Korean mathematics education.

• Journal for History of Mathematics
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• v.30 no.2
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• pp.101-119
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• 2017

This paper is a follow up study of [2]. In this paper we analyse the contents of middle school mathematics textbooks published in the 1st National Curriculum Period centered on the concept 'straight line' and discuss how they are different from contemporary mathematics textbooks in view of connectedness of contents, mathematical terms, textbook as a learning material vs. teaching material, relationship between contents of national curriculum and textbooks, and some topics related to direct proportion, function, method of equivalence as a method for solving simultaneous linear equations and so on. The results of our analysis and discussion suggest implications for reforming mathematics curriculum and developing mathematics textbooks.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.1-14
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• 2001

This study analyzed and compared the number of students activities, contents scope, and organizing system of the three textbooks(A, B, and C) which had been developed and published for the 'Environment'subject in the 7th National Curriculum. The results of this study can be summarized as follows; There were differences in the size, the total number of pages and the quality of print between two groups of 'Environment'textbooks of the 6th and the 7th national curriculum. New textbooks were found bigger than the previous ones by 125%. The total number of pages increased by the average of 16.4%. A and C textbooks were composed of three parts, seven chapters, and 17 sections, whereas B textbook consisted of ten chapters and 23 sections. All of the three textbooks appeared to put an emphasis on the chapters of 'environment protection'and 'environmental problems of the Earth ' A comparative analysis on the number of data included in the three textbooks showed that almost half of data took a form of picture, averaging 48% of the total. A had 297 pictures, and 234 pictures for B, 194 pictures for C, respectively. In terms of the number of students'activities, C was found to include the largest number of activities that is 91, comparing to text A of 85, text B of 78. The number of students'activities in every content is found'environment awaiting protection', tile 'environmental problems of the earth'and'things to be done for the protection of environment'much more than any other parts. It should be noted that this study focused ell only a set of quantitative measures so that teachers are recommended to consider detailed contents that each textbook contains as well as environmental conditions of the school region.

• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.87-99
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• 1998

The purposes of the study are to see as to how much of changes has occurred in the newly revised high school Home Economics Textbooks required by the 6th Curriculum and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 6 different textbooks published in 1996 geared for the 6th Curriculum for data base. The components of the contents divides into two major parts. The first part faUs into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pacover page, illustrations, table of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weigh laboratory experiences, and illustrations and tables. To conclude the study, there found followings key features : 1) The new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. 2) The content area consists of 3 major areas of Human Development & Family Relationship. Food and Nutrition. Clothing and Textiles with ratio of 23.8%, 23.1%, and 21.9% respectively. 3) Human Development & Family Relationship area ranked first with 71 times in the numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea. numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.363-384
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• 2001

The purpose of this thesis is, through analysing the characteristics of the definitions in Korean school mathematics textbooks, to explore the levels of them and to make suggestions for definition - teaching as a mathematising activity, Definitions used in academic mathematics are rigorous. But they should be transformed into various types, which are presented in school mathematics textbooks, with didactical purposes. In this thesis we investigated such types of transformation. With the result of this investigation we tried to identify the levels of the definitions in school mathematics textbooks. And in school mathematics textbooks there are definitions which carry out special functions in mathematical contexts or situations. We can say that we understand those definitions, only if we also understand the functions of definitions in those contexts or situations. In this thesis we investigated the cases in school mathematics textbooks, when such functions of definition are accompanied. With the result of this investigation we tried to make suggestions for definition-teaching as an intellectual activity. To begin with we considered definition from two aspects, methods of definition and functions of definition. We tried to construct, with consideration about methods of definition, frame for analysing the types of the definitions in school mathematics and search for a method for definition-teaching through mathematization. Methods of definition are classified as connotative method, denotative method, and synonymous method. Especially we identified that connotative method contains logical definition, genetic definition, relational definition, operational definition, and axiomatic definition. Functions of definition are classified as, description-function, stipulation-function, discrimination-function, analysis-function, demonstration-function, improvement-function. With these analyses we made a frame for investigating the characteristics of the definitions in school mathematics textbooks. With this frame we identified concrete types of transformations of methods of definition. We tried to analyse this result with van Hieles' theory about levels of geometry learning and the mathematical language levels described by Freudenthal, and identify the levels of definitions in school mathematics. We showed the levels of definitions in the geometry area of the Korean school mathematics. And as a result of analysing functions of definition we found that functions of definition appear more often in geometry than in algebra or analysis and that improvement-function, demonstration-function appear regularly after demonstrative geometry while other functions appear before demonstrative geometry. Also, we found that generally speaking, the functions of definition are not explained adequately in school mathematics textbooks. So it is required that the textbook authors should be careful not to miss an opportunity for the functional understanding. And the mathematics teachers should be aware of the functions of definitions. As mentioned above, in this thesis we analysed definitions in school mathematics, identified various types of didactical transformations of definitions, and presented a basis for future researches on definition teaching in school mathematics.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.125-148
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• 2022

This study aimed to compare and analyze the number and characteristics of modeling problems in chapters related to function contents in International Baccalaureate Diploma Program (IBDP) mathematics textbooks and Korean high school mathematics textbooks. This study implies how the textbooks contributed to the improvement of students' modeling competency. In this study, three textbooks from IBDP and all nine textbooks from the Korean 2015 revised curriculum were selected. All the problems in textbooks were classified into real-world problems and non-real-world problems. Problems classified as real-world problems were once again divided into word problems and modeling problems according to the need to set up mathematical models. Modeling problems were further categorized into standard applications and good modeling problems depending on whether all the necessary information was included in the problem-solving process. Among the 12 textbooks, the textbook with the most modeling problems was the IBDP textbook, 'Math: Applications and Interpretation', which accounted for 50.41% of modeling problems to the total number of problems. This textbook provided learners with significantly higher modeling opportunities than other IBDP and Korean textbooks, which had 2% and 9% modeling problem ratios. In all 12 textbooks, all problems classified as modeling problems appeared as standard applications, and there were no proper modeling problems. Among the six sub-competencies of mathematical modeling, 'mathematical analysis' and 'interpretation and evaluation of results' sub-competencies appeared the most with very similar number of modeling problems, followed by the 'mathematization'. It is expected that the results of this study will help compare the number and ratio of modeling problems in each textbook and provide a better understanding of which modeling sub-competencies appear to what extent in the modeling problems.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.15-27
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• 2001

The purpose of this study is to understand and compare the characteristics of the content organization system of three Environment textbooks currently used, and to examine its connectivity with the teaching & teaming methods included in the Environment subject part of the 7th Korean National Curriculum. For the analysis three Environment textbooks for middle school and their teacher's guide books by three companies. published(A, B, and C) The result of the taxonomic analysis showed that three Environment books had different steps to get to the lesson class unit in the way that A of six steps, B of five steps and C of seven steps. The amount of main text was different In the domains of'Human and Environment','Environmental Problems and its Counter-plan'and'Environmental Conservation'of three textbooks each. All of three textbooks had the biggest percentage in sub-domains of'Living Environment to Keep'and'Global Environmental Problem'in 'Environmental Problems and its Counter-plan'domain. Considering teaching & loaming methods all of three textbooks contained many activities as 55 in A, 66 in H and 91 in C. Among 9 teaching 8E teaming methods and others listed in the Environment subject part of the 7th Korean National Curriculum, the investigation method is most frequently used in all of three textbooks. The drama, the paly and the case study were used rarely as teaching & teaming methods in activities In the consideration of the content amount regarding academic fields, it was revealed that three textbooks overemphasized the aspect of natural sciences comparing the aspect of human & social sciences aspect as a whole. Generally the appendix section of all three textbooks were well organized to support the teaching and teaming activities in main text.