• School Mathematics
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• v.18 no.4
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• pp.903-922
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• 2016

This paper examined vocabulary in elementary mathematics textbooks and workbooks for the grade band of 3~4. This study focused on the adequacy of vocabulary using 9-degree of semantic difficulty. The results of this study showed that about three to eight percent of vocabulary with difficulty for students in grades 3~4 was employed. Whereas some difficult vocabularies were used along with the picture that helps students understand their meanings, others were presented without any illustrative tools. The most frequent vocabularies in the main activities of the mathematics textbooks included 'investigate', 'represent', 'number', 'how many', and 'method'. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with vocabulary in instructional materials.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.465-486
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• 2010

Studying the definition and building a foundation about variables during elementary school is a crucial factor before students study the variable in depth in middle school. So, forming a basis for understanding variable in this period should be treated with importance, because it is the first step in forming a clear understanding of the concept of variables. According to analysis of the types of letters used in current textbooks, we can see that too much emphasis was placed on type 1(letter evaluated), type 3(letter used as an Object). By not utilizing the various types of letter usage we reduce the situation to one which is removed from the context and an automatous style of learning. Therefore, the purpose of this study was the development about early algebra learning materials which use diverse types of letters. We have analyzed the types of letters used from the 4-ga to 6-na mathematics textbooks and the 4-ga to the 6-na workbooks. To make learning materials for well-balanced letter use, we developed learning materials focused on early algebra with the 6-ga and the 6-na textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.227-252
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• 2012

Given the lack of research on the measurement domain, this paper analyzed the statements related to length and area in the curricular materials developed under the 7th and the current mathematics curriculum in terms of the degree of guidance and the key learning elements of measurement. The results showed that despite the similarity of the most prevalent guidance type and learning elements, the current materials used open-ended or combined types in place of guided types and employed measurement reasoning and components while decreasing mere calculation in measurement, in comparison with the previous textbooks and workbooks. This paper close with implications on the revision of curricular materials related to the measurement domain as well as methodological suggestions of textbook analysis.

• School Mathematics
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• v.15 no.4
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• pp.833-846
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• 2013

In this paper, the real state of using terms 'product', 'place value', 'nine-nine', and 'numeral' incorrectly or inconsistently in the area in Korean elementary school 1-2 grade math textbooks/workbooks are analyzed. Based on this analysis, the following four conclusions are presented. First, 'Product' should be defined in the ${\ll}$Math 3${\gg}$ textbook like 'sum' and 'difference'. Multiplication is introduced in the ${\ll}$Math 3${\gg}$ textbook/workbook, however, the result of that calculation is not referred to 'product'. Second, there is a need to reconsider the using the term 'place value' in 2nd elementary mathematics. In the ${\ll}$Math 3${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks/workbooks are not using the term 'place value' clearly. Third, the word 'addition nine-nine table' and 'subtraction nine-nine table' should not be used in the ${\ll}$Math 2${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks. Using the term 'multiplication nine-nine' and 'multiplication nine-nine table' in elementary school mathematics textbooks/workbooks instead of using the term 'nine-nine' and 'nine-nine table' respectively would be the possible cause of these inaccurate derivatives. Fourth, in 1st and 2nd elementary mathematics 'numeral' and 'number' should be used discriminately. There is a need to reconsider the using the term 'number' uniformly if possible.

• Journal of Korean Biological Nursing Science
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• v.20 no.1
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• pp.1-10
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• 2018

Purpose: This is a descriptive study to investigate the relevance between biological nursing science subjects (structure and function of the human body (SFHB), mechanism and effects of drugs (MED), clinical microbiology) and examination workbook items for Registered Nurse Licensure Examination (RNLE) in Republic of Korea (ROK) and the United States of America (USA). Methods: RNLE 8 workbooks which were published by the Korean Nurses Association were utilized for analysis of Korean RNLE. Saunders comprehensive review for the $NCLEX-RN^{(R)}$ examination was used for analysis of US RNLE. The relevance between items in the standard syllabuses of biological nursing science subjects (SFHB, MED, clinical microbiology) and the RNLE items of these workbooks in ROK and the USA was analyzed. Results: The relevance rates of ROK and the USA were 3.6% vs 0.4% in SFHB, 8.9% vs 23.0% in MED, and 4.5% vs 5.8% in clinical microbiology. Conclusion: In SFHB, the relevance of the RNLE in ROK was higher than that of the USA. However in MED the relevance of the RNLE in USA was higher than that of the ROK. Since medications are one of major tasks of nurses, it is necessary to increase the number of related items in the RNLE in ROK.

• Journal of Korean Biological Nursing Science
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• v.18 no.4
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• pp.264-273
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• 2016

Purpose: This study is a descriptive study to investigate the relevance between pathophysiological subject and examination workbook items for national nurse licensure examination in South Korea and the United States. Methods: Eight registered nurse licensure examination workbooks published by the Korean nurses association were used for the analysis. Saunders comprehensive review for the national council licensure examination (NCLEX-RN) was used for analysis of those in the United States. The relevance between the subjects in the standard syllabuses of pathophysiology and the registered nurse licensure exam items of these workbooks in South Korea and the United States respectively was analyzed. Results: The Relevance rates in South Korea and the United States were : fundamentals of nursing 6.34% vs 32.12%, adult nursing 25.5% vs 25.92% child health nursing 7.81% vs 21.7%, woman health nursing 5.1% vs 17.07% psychiatric mental health nursing 2.7% vs 7.32%, and community health nursing 0.9% vs 0%. Conclusion: the relevance in pathophysiology between the registered nurse licensure exam in South Korea and the United States was high in adult nursing and fundamentals of nursing (especially in the United States). In developing integrated registered nurse licensure exam questions, we should consider pathophysiology as an important subject.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.181-193
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• 2016

We examined the inquiry activities in the material domain of the elementary science textbooks and experimental workbooks based on 2009 revised curriculum. The analysis framework was SEP (Science and Engineering Practices) - 'Asking questions and defining problems', 'developing and using models', 'planning and carrying out investigations', 'analyzing and interpreting data', 'using mathematics and computational thinking', 'constructing explanations and designing solutions', 'engaging in argument from evidence', and 'obtaining, evaluating, and communicating information'. Sub-SEP of each grade band were also used. The results showed that the $3^{rd}{\sim}5^{th}$ grade science textbooks and workbooks mainly emphasized 'make observations and/or measurements', 'represent data in tables and/or various graphical displays', or 'use evidence to construct or support an explanation or design a solution to a problem' among around 40 sub-SEP. In the case of the inquiry activities for $6^{th}$ grade, majority of sub-SEP included were also only 'collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions', 'analyze and interpret data to provide evidence for phenomena' or 'construct a scientific explanation based on valid and reliable evidence obtained from sources'. The type of 'asking questions and defining problems', 'using mathematics and computational thinking' or 'obtaining, evaluating, and communicating information' were little found out of 8 SEP. Educational implications were discussed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.1
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• pp.5-23
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• 2017

The purpose of this study is to analyze media in the elementary moral textbooks with the information processing model and suggest some ways to boost media literacy within the school library. In this study, the three national moral curriculum for the 4th, 5th and 6th elementary students are assayed. As the results of analysis, the inputs of the elementary moral textbooks are bias toward pictures (visual media) and stories (printed media), its' processing focus on investigation and workbooks using the table and its' outputs are based on the writing, speaking and making (creating). But there are so lack of specific activities to achieve relevant information form the media and the reading strategies of visual media as the elements of inputs. The school library should serve various reading materials considering the develop of reading interest, make workbooks for learning strategies according to the text types and try to secure collaborative teaching time to resolve the bias toward media of inputs, increase information processing activities and improve students' media literacy.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.257-278
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• 2014

The concept of zero(0) and calculations involving 0 are a few of the most difficult topics that students experience in learning mathematics. Therefore, it implies that proper guidance to help students understand the desirable concept of 0 and acquire calculating process involving 0 should be provided when we teach numbers and operations. This study aims to investigate instructional situations in relation to the errors of 0 and to search for efficient ways to teach them based on the previous research. To do this, we analysed elementary mathematics textbooks and workbooks. The result showed that $0{\div}$(a number) and the division of which quotient includes 0 as a middle digit lacked in current textbooks and workbooks. We devised the learning activities of the two topics for 3rd grades and 4th grades, respectively. We expect that the activities will be helpful to devise learning activities of textbook and suggest some implications for teaching the calculations involving 0.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.85-91
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• 2004

The illustrations in elementary science textbooks and experimental workbooks based on the 7th national curriculum were analyzed for gender-role stereotyping, and compared with those of the 6th curriculum. The frequencies of men and women who appeared on text illustrations were counted and the types of roles assigned to males and females were investigated. The results were as follows. 1) The 7th national curriculum textbooks contained double the numer of illustrations in the textbooks based on the 6th curriculum. 2) Boys and girls were illustrated in 'learning activities' with equal frequency, but boys were more frequently represented than girls in illustrations of 'other' activities. 3) Both boys and girls were generally depicted in 'active' processes and the ratio of 'passive girl' illustrations decreased as compared with the 6th national curriculum. 4) Male adults were more frequently represented than female adults in both textbooks and experimental workbooks. 5) 40% of female adults were illustrated doing housework, while male adults were rarely illustrated in such a role.