• School Mathematics
• /
• v.11 no.3
• /
• pp.479-496
• /
• 2009

Some children can construct a basic concept of addition and subtraction during the preschool years. Children start to experience mathematics via numbers and their of operations and contact with various contexts of addition and subtraction. In special, word problems reflect mathematics which is appliable to real life. In this paper, I analyse the types of word problems in text book and its students' responses. First, I analyse the types of addition word problems which consist of change add-into situations and part-part-whole situations. Second, I analyse the types of subtraction word problems which consist of change take-away situations, compare situations and equalize situations. Third, I analyse the students' responses by the types of word problems in addition and subtraction. And 115 2nd grade elementary school students participated in this survey. The following results have been drawn from this study. First, the proposition of word problems of part-part-whole situations is higher than that of change add-into situations and the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. According to the analysis about students' responses, It is no difference between change add-into situations and part-part-whole situations. But the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. This results from word problems which contain unnecessary information in problem. So, we have to present the various word problems to students.

• Cartoon and Animation Studies
• /
• s.37
• /
• pp.287-306
• /
• 2014

Human mind consists of what he or she knows, namely 'a portion of awareness', as well as of what he or she does not know, namely 'a portion of unawareness'.1) Self refers to both consciousness and unconsciousness, whereas self-growth seems to be an ability with which a human being appropriately faces with the hidden desire and resistance of unconsciousness for himself and maintains its balance and unification with consciousness harmoniously. On this account, examination on character's unconsciousness seems to be an important methodological means to prospect for the original looks of self, based on character's internal psychology, and to grasp the change and growth throughout the course. Study subjects, namely and , are quite similar in internal/external factors around the leading character. Two girl leading characters, who have nested in parental influences and boundaries, confront with unfamiliar circumstances under the abrupt absence of parents. In order to resist contradictory and irrational situations there and to restore all the things to its original places, both carry out a hard adventure. Interestingly, both characters are similar in their unconscious characteristics, but they take different channels for their journey, confronting attitudes and changes of internal self. The purpose of this study was to examine the concrete origin of two characters' unconsciousness and then comparatively analyze the role of leading character's unconsciousness in the drama and its effects on the whole work. Therefore, the author tried to prove such a hypothesis as the probability and persuasiveness of story could be found out through establishing a character of higher completion degree and connecting between situations and events that are most appropriate for character's internal unconscious psychology.

• Education of Primary School Mathematics
• /
• v.19 no.2
• /
• pp.127-142
• /
• 2016

The purpose of this study was to examine the students' problem solving ability according to numeric expression and the semantic types of addition and subtraction word problems. For this, a research was to analyze the addition and subtraction calculation ability, word problem solving ability of the selected $2^{nd}$ grade(118) and 3rd grade(109) students. We got the conclusion as follows: When the students took the survey to assess their ability to solve the numerical expression and the word problems, the correct answer rates of the result unknown problems was larger than those of the change unknown problems or the start unknown problems. the correct answer rates of the change add-into situation was larger than those of the part-part-whole situation in the result unknown addition word problems: they often presented in text books. And, in the cases of the result unknown subtraction word problems that often presented in text books, the correct answer rates of the change take-away situation was the largest. It seemed probably because the students frequently experienced similar situations in the textbooks. We know that the formal calculation ability of the students was a precondition for successful word problem solving, but that it was not a sufficient condition for that.