• Communications of Mathematical Education
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• v.31 no.3
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• pp.241-255
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• 2017

The 4th industrial revolution is coming. In order to prepare for the new learning environment with it, we may need digital mathematics textbooks that fully utilize all possible technologies. So various attempts have been made in elementary and middle school mathematics education. However, despite the importance of higher mathematics, we haven't seen a best possible math digital textbooks yet in Korea. In this paper, we introduce our new model of interactive math digital textbook about Linear Algebra/ Calculus/ Differential Equations/ Statistics/ Engineering Math. Especially, this manuscript focuses on our experience of using digital contents and interactive labs for developing a new model for linear algebra digital textbook. We introduce our works on linear algebra digital textbooks which include pdf e-book, web contents, video clips of lectures, interactive lab. Using this linear algebra digital textbook, students can freely use any mobile devices to access diverse learning materials, lessons, and hands-on exercises without any limitations. Also, times saved in the computation, coding, and typing process can be used to have more discussions for deeper understanding of mathematical concepts. This type of linear algebra digital textbook, which contains all interactive free cyber-lab with codes and all lectures for each sections, can be considered as a new model for the next generation of math digital textbook.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.107-116
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• 2020

This paper aims to explore the vocabulary difference between South and North Korean English textbooks as a first step toward a unified vocabulary list. To this end, both South and North Korean English textbooks in 2000s and 2010s are digitized into a corpus of text files, and a vocabulary list is constructed based on the corpus with reference to its concordances for the vocabulary use and contexts using AntConc 3.5.7. The vocabulary list of North Korean English textbooks are compared and found in their differences of quantity and quality of the English vocabulary in English education. Both quantitative and qualitative differences are found in between South and North Korean English textbook corpus. Both South and North aim that students learn about 3,000 words throughout the English education. North Korean English textbook contains more special academic vocabulary while South Korean English textbook is constrained by a strict vocabulary control which does not allow such a flexibility. Differences of vocabulary and their use are caused by the capitalistic market economy of South and the socialists' planned economy of North. Differences are also attributed to the religious words and grammatical vocabulary appearance.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.211-213
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• 2022

Images in the textbooks influence the learning process. Students often see pictures before reading the text and these pictures can enhance the power of imagination of the students. The findings of some researches show that the images in textbooks can increase students' creativity. However, when learning major subjects, reading a textbook or looking at a picture alone may not be enough to understand the topics and completely realize the concepts. Studies show that viewers remember 95% of a message when watching a video than reading a text. If we can combine textbooks and videos, this teaching method is fantastic. The "TEXT + IMAGE + VIDEO (Animation)" concept could be more beneficial than ordinary ones. We tried to give our solution by using machine learning Image Classification. This paper covers the features, approaches and detailed objectives of our project. For now, we have developed the prototype of this project as a web app and it only works when accessed via smartphone. Once you have accessed the web app through your smartphone, the web app asks for access to use the camera. Suppose you bring your smartphone's camera closer to the picture in the textbook. It will then display the video related to the photo below.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.183-206
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• 2010

The purpose of this study was to investigate whether using English newspapers as supplementary teaching materials for the present textbook could increase students' English reading ability, interest in class and their willingness to take an active part in activities. Schools in rural areas, compared to urban schools, did not have the appropriate resources to teach students effectively. Understanding the disadvantages of the students in rural areas, one idea was to use newspapers to inspire the students to reach outside their local community and incorporate new styles of English and cultural aspects into their lives. The participants were 2nd grade high school students in the rural area. The experimental group received reading lessons with the textbook and English newspapers. They were also encouraged to make their own portfolios. The control group received reading lessons with the textbook and other supplementary materials. Before and after the experiment, reading comprehension tests as well as the questionnaires of interest and self-directed learning were administered. The results of this study were as follows: First, students' English reading ability was significantly improved in the experimental class using English newspapers. Second, students' interest and self-directed learning were positively increased in the same class above.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.67-77
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• 2002

The purpose of this study was to investigate eating habits. nutritional knowledge and the active use of information from the eating habits chapter of the textbook by middle school students of Korea and Japan. 9th grade students of 7 middle schools residing in Gyeongju and Hukuoka. Japan (592 Korean students. 546 Japanese students) participated in this study. Research data were collected by means of questionnaires and analyzed by such means as frequency, percentage. means. standard deviation. $\chi$$^2$-test, t-test, F-test and Pearson's correlation analysis employing SPSS Program. The results of this study were summarized as follows: 1. In terms of the physical features of middle school students, the height of Korean students tend to be taller than Japanese students. The weight of Korean students are on the average heavier than Japanese students. Research also proves that Japanese families have more family members. Korea has more full time housewives as well. Regarding their health. Korea has more people who consider themselves healthy than Japan does. 2. More students in Japan tend to eat breakfast and dinner everyday compared with Korea. Students eat snacks at night more in Korea than Japan. The average meal takes less than 20 minutes in Korea. It takes less than 30 minutes in Japan. Dinner is considered to be most important meal by the students of Korea and Japan. Meat. noodles. bread and cake are highly enjoyed by the students of both nations. 3. There was a little difference between Korean and Japanese students. concerning the necessity of nutrition education because they both study home economics. 4. The use of information from the textbook shows. most students eat green vegetable almost everyday but Korean students tested as eating more. Japanese students more often say they drink more than a cup of milk everyday The Japanese students have higher rates of using information from the textbooks. drink milk everyday. eat bean paste soup. eat a lot of meat and fish. 5. It turns out that students who have more nutritional knowledge have a low late of eating convenience food and student who utilize the chapter in the textbook in everyday life have low rates of eating convenience food.

• Korean Journal of Clinical Pharmacy
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• v.26 no.1
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• pp.33-39
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• 2016

Background: Elements of informed consent including capacity, disclosure, understanding, voluntariness, and permission of the participant, are all crucial for clinical trials to be legally and ethically valid. During the informed consent process, the patient information leaflet is an important information source which prospective research subjects can utilize in their decision-making. In the adequate provision of information, KGCP guideline necessitate 20 specific items, as well as the use language that individuals can understand. This study measures the vocabulary level of patient information leaflets in an effort to provide an objective evaluation on the readability of such material. Methods: The word difficulty of 13 leaflets was quantitatively evaluated using Kim kwang Hae's vocabulary grading framework, which was compared to the difficulty level of words found in the $6^{th}$ grade Korean textbook. The quantitative outcomes were statistically analyzed using chi-squared tests and linear by linear association for ordinal data. Results: There was a statistically significant difference between the vocabulary level and frequency of words in leaflets and the 6th Korean textbook. The leaflets were on average 260 sentences and about roughly 15 pages long, including lay language (easier or equal to language used in primary school) of around 12% less; technical language of around 4.5% more. As the vocabulary grades increase, there was a distinct difference in vocabulary level between Korean textbook and each information leaflet (p < 0.001). Conclusion: Patient information leaflets may fail to provide appropriate information for self-determination by clinical trial subject through the difficulty level of its wording. Improvements in the degree of patients' understanding and appropriate use of information leaflets are collaboratively equipped to strengthen patient's autonomy and therefore guaranteeing participant's rights.

• School Mathematics
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• v.11 no.1
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• pp.111-129
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• 2009

This paper is about didactical transposition, which is to transpose academic knowledge into practical knowledge intended to teach. The research questions are addressed as follows. 1. Are the 13 mathematics textbooks of the 10-Na level indisputable regarding with the didactical transposition, in terms that the order of arrangement and the way of explaining the knowledge of trigonometric functions being analyzed and that its logical construction and students' understandings are considered? 2. Can some transpositions for easier use of didactical manipulative, for more practical and for more principle based be proposed? To answer these questions, this research examined previous studies of mathematics education, specifically the organization of the textbook and the trigonometric functions, and also compared orders of arranging and ways of explaining trigonometric functions from the perspective of didactical transposition of 13 versions of the 10-Na level reorganized under the 7th curriculum. The paper investigated what lacks in the present textbook and sought a teaching guideline of trigonometric functions(especially about sector and graph, period, characters of trigonometric function, and sine rule).

• 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.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.147-177
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching, with the aim of allowing students to develop their mathematical ability. Teachers' manuals are provided to help teachers fallow the basic direction and achieve the curriculum aims, but in practice they are not always helpful. Therefore, we reconstructed parts of a teachers' manual. This involved analyzing the contents of units 6, 7 and 8 of the elementary mathematics textbook 4 na to identify and outline the problems; introducing more detailed teaching methods and activities; and developing teaching learning materials. We tested the new version in several real classes and analysed the responses 6f teachers and students to examine the possibility of its practical use. The results suggest that the reconstructed version of the teachers' manual for units 6, 7 and 8 of textbook 4 na is of greater practical utility.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.319-335
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• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.