• Title/Summary/Keyword: elementary mathematics textbook

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An Analysis of Contents on Statistics in Elementary Mathematics Textbooks According to 2009 Mathematics Curriculum for Elementary School (2009 개정 교육과정에 따른 초등 수학 교과서의 통계 영역 내용 분석 연구)

  • Park, Younghee
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.17-34
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    • 2016
  • The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

Problems and Improvements of Teaching the concept of Pyramid in Elementary Mathematics Textbook (초등학교 수학교과서 '각뿔' 지도 방식에 대한 분석과 개선 방안)

  • Lee, Dong Hwan
    • School Mathematics
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    • v.15 no.1
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    • pp.1-14
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    • 2013
  • The purpose of this study is to examine the way of teaching the concept of pyramid in the elementary mathematics textbook and try to improve the problem. Although textbook present the general definition of pyramid as including regular pyramid, right pyramid, oblique pyramid, the textbook intentionally deal with right pyramid or regular pyramid. This intention reflect the intuition or familiarity of students. But, according to the analysis, this intention do not realized. The example of pyramid presented in the textbook do not coincide with mathematical definition and intuition of students. If we intend to deal with right pyramid in the textbook, we should treat of regular pyramid and right pyramid whose base is a rectangular in the textbook.

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A Study on Mathematics Textbook 'Saembon' (교수요목기 초등수학교과서 『셈본』에 관한 연구)

  • Cho, Youngmi
    • Journal of Elementary Mathematics Education in Korea
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    • v.21 no.3
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    • pp.485-503
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    • 2017
  • 'Saembon' was elementary mathematics textbook in the Period of Syllabus in Korea. First I classified Saembons in five groups. And then I regrouped them into two kinds. One kinds were published under U.S. Army Military Government, and other kinds were made under Republic of Koera. Two kinds of Saembon were very different in several aspects. I showed how they were different through real examples. Finally I tried to explain that Saembons under Republic of Koera were better than Saembons under U.S. Army Military Government.

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On Counting-based and Collection-based Computation of Addition and Subtraction Teaching of Natural Number in Korea and United States of America. - Focused on using Number line - (한국과 미국의 자연수 덧셈과 뺄셈 지도에서 세기와 묶음에 기초한 계산방법의 고찰 - 수직선의 활용을 중심으로 -)

  • Choi, Chang Woo
    • East Asian mathematical journal
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    • v.34 no.2
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    • pp.85-101
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    • 2018
  • The purpose of this paper is to investigate counting-based and collection-based computation of the elementary mathematics textbook in Korea and United States of America. As a results, we will provide some suggestive points through how to use and activity of number line, decomposing number, counting, grouping and so on by analyzing counting and collection-based computation in the elementary mathematics textbook of Korea and United States of America.

An Analysis on Conjecturing Tasks in Elementary School Mathematics Textbook: Focusing on Definitions and Properties of Quadrilaterals (초등 수학 4학년 교과서의 추측하기 과제 분석 : 사각형의 정의와 성질을 중심으로)

  • Park, JinHyeong
    • Journal of Educational Research in Mathematics
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    • v.27 no.3
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    • pp.491-510
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    • 2017
  • This study analyzes on conjecturing tasks in elementary mathematics textbook. We adopted Peircean semiotic perspective and variation theory to analyze conjecturing tasks in elementary mathematics textbook. We specifically analyzed mathematical tasks designed to support students' inquiries into definitions and properties of quardrilaterals. As a result, we found that conjecturing tasks in textbooks do not focus on supporting students' diagrammatic reasoning and inductive verification on provisional abductions. These tasks were mainly designed to support students' conjecturing on commonalities of mathematical objects rather than differences between objects.

An Analysis on Teaching of Polyhedrons in Elementary Mathematics Textbooks (초등학교 수학 교과서에 제시된 다면체 관련 내용 분석)

  • Lee, Young Ji;Kim, Sung Joon
    • East Asian mathematical journal
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    • v.30 no.4
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    • pp.405-438
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    • 2014
  • This study analyzed and discussed instruction methods of polyhedrons in elementary mathematics textbook by using the didactic transposition theory. By further segmenting instruction methods, we analyzed the period and order of teaching of polyhedrons, its definitions and presentation methods, and how instruction methods has changed so far. In elementary mathematics textbooks from the 1st to the 2007 revised curriculum, we choose the part where polyhedrons are introduced as the search-target, and analyzed instruction methods in these textbooks by using phenomenological description. The instruction period and order of polyhedrons were systemized when the system of Euclid geometry was introduced, considering the psychological condition of students, and the instruction period and order had been refined according to the curriculum. And methods of definition took into consideration both the academic systems and psychological situations. Also, the subject of learning has changed from textbook and teachers to students. Polyhedrons were connected to real life and students could build up their knowledge by themselves. Constructions were aimed at the understanding of meaning of contents, rather than at itself. Through these analyses, we have some suggestions on the teaching of polyhedrons in the elementary mathematics.

An Analysis on Aspects of Concepts and Models of Fraction Appeared in Korea Elementary Mathematics Textbook (한국의 초등수학 교과서에 나타나는 분수의 개념과 모델의 양상 분석)

  • Kang, Heung Kyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.3
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    • pp.431-455
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    • 2013
  • In this thesis, I classified various meanings of fraction into two categories, i.e concept(rate, operator, division) and model(whole-part, measurement, allotment), and surveyed appearances which is shown in Korea elementary mathematics textbook. Based on this results, I derived several implications on learning-teaching of fraction in elementary education. Firstly, we have to pursuit a unified formation of fraction concept through a complementary advantage of various concepts and models Secondly, by clarifying the time which concepts and models of fraction are imported, we have to overcome a ambiguity or tacit usage of that. Thirdly, the present Korea's textbook need to be improved in usage of measurement model. It must be defined more explicitly and must be used in explanation of multiplication and division algorithm of fraction.

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A Survey on the 3rd and 4th Grade Teachers' Perception and Teaching Practices towards Open-ended Question in the Elementary Mathematics Textbook (초등학교 3, 4학년 수학 교과서의 '열린 질문'에 대한 교사들의 인식 및 지도 실태 조사)

  • Park, Jeong-Ryun;Hong, Gap-Ju
    • School Mathematics
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    • v.13 no.2
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    • pp.245-266
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    • 2011
  • In this study, we surveyed on the 3rd and 4th grade teachers' perception and teaching practices towards open-ended question in the elementary mathematics textbook in the revised 7th curriculum. According to the result, teachers understood the purpose of open-ended question in general, but they recognized some problems in terms of open-ended question itself, difficulties found when they dealt with open-ended question in their classes, teacher's guide and teacher training. This research suggests ways of improvement of open-ended question on the basis of the survey results.

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A Comparative Study on Teaching Contents for Angle and Measure of an Angle in Elementary Mathematics Textbook between Korea and Japan (우리나라와 일본의 초등학교 수학 교과서에서의 각 및 각도 지도 내용 비교 연구)

  • Park, Kyo Sik
    • School Mathematics
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    • v.17 no.1
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    • pp.35-46
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    • 2015
  • In this paper, the teaching contents for angle and measure of an angle in elementary mathematics textbook between Korea and Japan were compared. From this comparison, the following five suggestions were presented as implications to improve the teaching contents for angle and measure of an angle in elementary mathematics textbook in Korea. First, it is necessary to reconsider the way of the definition of angle. There is no use of half line in elementary mathematics, except when to define angle, and the way to define angle and the way to define right angle are not consistent. Second, considering to associate the turning of plane geometrical figures to the $90^{\circ}$, $180^{\circ}$, $270^{\circ}$, $360^{\circ}$ is necessary, and associating them is connected to dealing with point-symmetrical shapes in the fifth grade. Third, there is a need to deal with "the measures of angles are same." in comparing angles. This is possible by superimposing two angles in comparing the measures of them. Fourthly, it is necessary to consider the introduction of the rotational angle. Dealing with the $360^{\circ}$ as the rotational angle is related to explaining that the sum of measures of interior angles in quadrangle is $360^{\circ}$. Fifth, it is necessary to be connected with middle school mathematics curriculum. The term 'straight angle' is used in middle school, and to obtain the sum of the measures of the interior angles of a regular polygon is the contents to be dealt with in middle school.

A Reconstruction of Area Unit of Elementary Mathematics Textbook Based on Freudenthal's Mathematisation Theory (Freudenthal의 수학화 이론에 근거한 제 7차 초등수학 교과서 5-가 단계 넓이 단원의 재구성)

  • You, Mi-Hyun;Kang, Heung-Kyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.13 no.1
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    • pp.115-140
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    • 2009
  • Freudenthal has advocated the mathematisation theory. Mathematisation is an activity which endow the reality with order, through organizing phenomena. According to mathematisation theory, the departure of children's learning of mathematics is not ready-made formal mathematics, but reality which contains mathematical germination. In the first place, children mathematise reality through informal method, secondly this resulting reality is mathematised by new tool. Through survey, it turns out that area unit of Korea's seventh elementary mathematics textbook is not correspond to mathematisation theory. In that textbook, the area formular is hastily presented without sufficient real context, and the relational understanding of area concept is overwhelmed by the practice of the area formular. In this thesis, first of all, I will reconstruct area unit of seventh elementary textbook according to Freudenthal's mathematisation theory. Next, I will perform teaching experiment which is ruled by new lesson design. Lastly, I analysed the effects of teaching experiment. Through this study, I obtained the following results and suggestions. First, the mathematisation was effective on the understanding of area concept. Secondly, in both experimental and comparative class, rich-insight children more successfully achieved than poor-insight ones in the task which asked testee comparison of area from a view of number of unit square. This result show the importance of insight in mathematics education. Thirdly, in the task which asked testee computing area of figures given on lattice, experimental class handled more diverse informal strategy than comparative class. Fourthly, both experimental and comparative class showed low achievement in the task which asked testee computing area of figures by the use of Cavalieri's principle. Fifthly, Experiment class successfully achieved in the area computing task which resulting value was fraction or decimal fraction. Presently, Korea's seventh elementary mathematics textbook is excluding the area computing task which resulting value is fraction or decimal fraction. By the aid of this research, I suggest that we might progressively consider the introduction that case. Sixthly, both experimental and comparative class easily understood the relation between area and perimeter of plane figures. This result show that area and perimeter concept are integratively lessoned.

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