• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.05a
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• pp.97-99
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• 2014

This study aims to suggest development model for ICT Teaching and Learning System adopting collective intelligence. First, we defined program modules according to functions which multimedia online encyclopedia-type e-textbook should have. Then, we also specified content information creating rules and procedures and content information searching methods. Finally, we developed the prototype which suggests user interface to collect and search information adopting information visualizing techniques. This study has significance in suggesting advanced form of ICT system in which qualified teachers can create, accumulate, and share information and students can explore information and expand search in self-directed manner.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.323-345
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• 2019

This study examines the introduction of fractions in the third grade mathematics textbooks focusing on stages of units coordination and suggests alternative activities to help students develop their understanding of fractions. As results, the sessions of introduction units in textbooks was well organized to allow students to construct more extensive fraction schemes (i.e., Part-whole fraction scheme → Partitive unit fraction scheme → Partitive fraction scheme). However, most of the activities in textbooks were related to stages 1 and 2 of units coordination. In particular, the operations and partitioning schemes (i.e., equi-partitioning and splitting schemes), which are key to the development of students' fraction knowledge, were not explicitly revealed. Fraction schemes also did not extend to the Iterative fraction scheme, which is central to the construction of improper fractions. Based on these results, this study is expected to provide implications for the introduction of fractions in textbooks focusing on stages of units coordination to teachers and textbook developers.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.190-200
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• 2007

In this study, we analyzed the uses of external representations in material units of 7th grade science textbooks developed under the 7th National Curriculum on the basis of theories and research results on learning with multiple representations. The results revealed that the frequencies of microscopic external representations were higher than those of macroscopic and symbolic external representations. The external representations with drawing and/or writing were presented more frequently than those without drawing and/or writing. Furthermore, the external representations were rarely presented on the basis of the principles (e.g., personalization principle) and/or theories (e.g., dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the external representations in learning with multiple representations. Educational implications are discussed.

• School Mathematics
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• v.19 no.2
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• pp.249-265
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• 2017

The purpose of this study was to analyze the research trends of mathematics textbooks to provide implications for future textbook research. For this purpose, 123 research papers related to mathematics textbooks, published in seven professional domestic journals during recent five years, were selected. The papers dealing with Korean mathematics textbooks were analyzed by school levels (i.e., elementary, middle, or high school), mathematics content areas, analytic methods, and implications. The results of this study showed that many studies analyzed elementary mathematics textbooks, specifically in the content strand of number and operations. The frequent analytic foci were given to content areas along with mathematical rigor or the development of alternative mathematics textbooks. In comparison with the previous research trend, there was an increasing number of studies in which detailed implications or ways of re-constructing mathematical topics were discussed on the basis of thorough analysis of textbooks. This study also included an analysis of papers comparing Korean mathematics textbooks with foreign counterparts or analyzing foreign mathematics textbooks to elicit implications for Korean mathematics textbooks in terms of reasons of the comparison, school levels, and analytic foci. This paper closes with implications for textbook research.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.1-17
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• 2014

Recently a student's mathematical thinking and problem-solving skills are emphasized. Nevertheless, the students solved the problem associated with a given type of problem solving using mechanical algorithms. With this algorithm, It's hard to achieve the goal that are recently emphasized. Furthermore It may be formed error or misconception. However, consistent errors have positive aspects to identify of the current cognitive state of the learner and to provide information about the cause of the error. Thus, this study tried to analyze the error happening in the process of solving gearwheel-involved problem and to propose the correct teaching method. The result of student's error analysis, the student tends to solve the gear-wheel problem with proportional expression only. And the student did not check for the proportional expression whether they are right or wrong. This may be occurred by textbook and curriculum which suggests only best possible conditioned problems. This paper close with implications on the discussion and revision of the concepts presented in the curriculum and sequence related to the gearwheel-involved problem as well as methodological suggested of textbook.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.441-463
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• 2015

The big issue of mathematics education in 2009 revised curriculum is to introduce story-telling in math textbook and to aim toward the math that students can learn easily and interestingly. Therefore, this study examine the perception of middle school teachers in working with story-telling, analyze actual utilization of story-telling in class and provide the basic materials for effective practical application. After making questionnaires to check the real conditions of the story-telling and asking math teachers in charge of the first and second graders, this research came to the conclusion as follows. First, the teachers who took part in this research showed positive perception in story-telling textbook the practical use of a variety of materials and the improvement of thinking faculty and creativity. Second, math teachers made use of a variety of storytelling data and especially reflection media in class, but this was limited in introductory part. Mathematic concept was delivered mainly through the activities of exchanging questions and answers between the teachers and students. Third, students showed positive reaction about story-telling class on the whole. For example, they understood the concept easily and they could apply it in real life. However, story-telling failed to bring the attention and interest of math itself. Therefore, teachers' ability is needed in the way that math knowledge and concept should be formed and expressed interestingly.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.391-421
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• 2015

The scientific technology developed rapidly and the internet became more popular, also, the world became interactive with one another and the word 'Global' became popular and built a new paradigm. As the development of the society, the ideal criteria for the competent student changed. Consequently, the attention for the globalized education increased. From the points of view of mathematical education, it became a important task to be prepared for international competitiveness for korean talented students. For theses reasons, this article analyzes the characteristics of IBDP and its textbook, which is an international official curriculum and one of the actualizing method for internalization Korean high school curriculum and text book, specifically, focusing on algebra part. Especially, Korean curriculum textbooks and the Mathematical Higher Level textbooks of IBDP was compared and analyzed. As a result, the depth and range of the content, standard level of the question, methods being used to explain the concept, type of questions as well as teaching - learning method were analyzed and in each chapter of the algebra we give meaningful result and proposed discussion.

• Journal of the Korean Society for information Management
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• v.31 no.3
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• pp.29-63
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• 2014

This study attempted to reveal the characteristics of the Y generation, to derive the services of the next generation digital library, and to compare differences between the demands of the baby boom generation and the Y generation to some extent. As a result, first, it is shown that the digital device the Y generation uses the most, was a cell phone or smartphone, followed by desktop PC, notebook PC, and digital camera. Although there were some differences, the Y generation's use ratio of digital devices was substantially similar to the baby boomers'. Second, there was a significant difference between the Y generation and baby boom generation in terms of using digital services. While the Y generation used internet portals the most, the baby boom generation used e-mail service the most. Third, we surveyed the services which the Y generation and baby boom generation require for the next generation digital libraries, by grouping as follows: the cloud service, infinite creative space (maker space), big data, augmented reality, Google Glass, context-aware technologies, semantic services, SNS service, digital textbook service, RFID and QRCode service, library space configuration, a state-of-the-art display technology, and other innovative services. While the most demanded service by the Y generation was big data service, the baby boom generation most demanded digital textbook service.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.357-370
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• 2014

The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.407-433
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• 2018

In order to analyze textbooks from a discursive approach, the purpose of this study is to structuralize an analytic framework based on previous literature review and apply it to analyzing the meanings and their syntheses developed by words and visual mediators appeared in the definition of graph in first-year middle school textbooks. The discursive approach consists of the communicational approach developed by Sfard(2008) and the systemic functional linguistics developed by Halliday(1985/2004). In this study, ideational meta-functions for ideational meanings and interpersonal meta-functions for interpersonal meanings were employed to analyze the meanings produced by words and visual mediators in textbooks, whereas textual meta-functions for textual meanings were used for analyzing the synthesized relationships between words and visual mediators. Results show that first, density in mathematical discourse was very high and subjects in mathematical activities were ambiguous in the ideational meanings of words, and behavior aspect was more emphasized than thinking aspect in the interpersonal meanings of words which request student participations. In the case of ideational meanings of visual mediators, there was a lack of narrative diagrams, whereas there were qualitative differences in the case of offer. Second, there was a need for promoting a wide range of diverse synthetic relationships between words and visual mediators for developing enriched mathematical meanings through the varying uses like specification, explanation, similarity, and complement. These results are so important that they provide a new analytic framework from a discursive approach to textbook analysis because not only words, but also visual mediators are analyzed as tools for producing meanings in mathematics textbooks and their synthetic relationships are also examined.