• School Mathematics
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• v.18 no.1
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• pp.1-14
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• 2016

In this paper, in order to lay the foundation for clearly determining the scope of contents handled in elementary math textbooks in Korea, what may be issues are discussed with respect to the contents handled in the current math textbooks. First of all, handling of percent point, concave polygons, and possibilities of event that will happen are discussed, the handling of them can be a issue in the sense of inconsistencies to the curriculum. Next, handling of fractions attaching units of discrete quantities and fractions attaching 'times' are discussed, the handling of them can be a issue in the sense of gap between everyday life and definition in math textbooks. Finally, handling of representing natural numbers into fractions and the positional relationship of geometrical figures are discussed, the handling of them can be a issue in the sense of a logical jump. The following three implications obtained from these discussions are presented as conclusions. First, it is necessary to establish clearly the relationship of textbooks and curriculum. Second, it is necessary to give attention to using the way to define or deal with concepts in math textbooks mixed with the way to use them in everyday life. Third, it is necessary to identify and eliminate the logical jumps in math textbooks.

• The Mathematical Education
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• v.62 no.3
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• pp.417-433
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• 2023

In the 2022 revised mathematics curriculum, a new content on 'Movement of a point' was added. Therefore, this study analyzed the contents of the movement of a point presented in Finnish mathematics textbooks as elements of spatial orientation. Analysis was conducted by dividing it into direction, distance, and route. As a result of the study, in Finnish textbooks, directions were expressed in various ways, such as linguistic, visual, and coded expressions. In the case of distance, activities to move as much as the distance or compare the distance were presented using the number of cells, length, steps, coordinate points, ratio, etc. In the case of routes, activities such as moving according to instructions, making routes, finding the route, and modifying the route were presented using unconditional movement and conditional movement. In particular, the movement of a point could be linked not only to various mathematical content areas such as 'number and arithmetic' and 'change and relationship', but also to digital literacy and programming education. Knowing that the movement of a point can be presented in various ways according to the direction, distance, and route, it is expected that it can be used to organize the contents of the 2022 revised mathematics textbook.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.331-368
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• 2018

This study is derived from a student who can add without knowing the addition principle. To understand where the student's response come from, we came to analyse the curriculum contents of natural numbers, decimals and fractions addition principle. At the same time, we surveyed two different school of forty six sixth grade participants with questionnaires to determine whether it is a problem of the student or an universal one. As a result, we found that there is a room for improvement in the addition and connections of addition. We propose appropriate instructional method regarding connections of addition and addition principle of natural numbers, decimals and fractions. The conclude there is a close relation and differences among the principles of natural numbers, decimals and fractions in the proposed instructional method. Therefore, we need to consider and instruct the differences of the number expansion.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.339-347
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• 2007

Along with developments of information and communication technologies, internet has spread not only all over the society, but also our everyday life deeply. Recently, requirements for e-learning using internet in the educational aspect have a great influence on the changes of school educations. Cyber Home Learning System, in particular, has been implemented throughout the nation for the purpose of reducing private expenditure for education and promoting substantial improvements in quality of public education. However, there have been exposed many problems with respect to quality of operations and managements of the system comparing to its quantitative growth, and so, at this point in time, researcher conducted analysis of actuality of perceptions of both elementary and middle school teachers with a focus on the case of S System in K province. To test this, total 278 participants were sampled from the elementary schools (139 teachers) and the middle schools (139 teachers) located in K province and were asked to complete a survey and the results therefrom were analyzed accordingly. Results from the analyses revealed that elementary school teachers responded more positively than other respondents in the most areas, including supply of a variety of learning contents of S System, quality of contents, and providing for helps insomuch as to complement school works, etcetera. In addition, researcher has found out that, to make the system become all the more efficient, it shall be required to establish a strategy in order to induce students' interest in the system, as well as to construct infrastructure for facilitating the use of computer. And that there are also needs for continuous supports from both the school and the education authority concerned, and for method of flexible operation of curriculum.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.13-29
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• 2012

This study is the analytic research of items having gender gap in 6th grade students in 'National Assessment of Educational Achievement(NAEA)'. For this problem solving, the following was investigated. First, items having gender gap were selected in NAEA for the past eight years. Then, the mathematical factors that cause gender gap were analyzed. Second, to do this the field test was developed using item concept map. Finally, after the analysis of field test result the reason of gender gap was deduced. Through this study the improvement of mathematics teaching and learning method in elementary school is expected.

• School Mathematics
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• v.18 no.1
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• pp.15-42
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• 2016

Clarifying differences of scholastic characteristics showed in male and female students is the first step for resolving the differences. It is difficult that we figure out them by one test. If we evaluate a few subjects, they can't have generality. So, we must evaluate lots of subjects through several years by all-around contents. We keep going on like that, we can get objective and valid results. Accordingly, I dealt with 2010~2014 NAEA taken by complete enumeration evaluation for elementary, middle, and high school students. From the evaluation, while I organized the achievement scores and the average of percentage of correct answers from aspects of whole test, item types, and content domains, I elicited from differences of scholastic characteristics showed in male and female students by achievement levels. On the basis of these, I explored ways which can resolve the differences in male and female students and I proposed several suggestions to look for the better ways.

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.1-19
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• 2016

This study investigated the mathematical notation used today in terms of skip ping the parenthesis. At first we have studied the elementary and secondary curriculum content related to omitted rules. As a result, it is difficult to find explicit evidence to answer that question 'What is the calculation of the $48{\div}2(9+3)$?'. In order to inquire the notation fundamentally, we checked the characteristics on prefix, infix and postfix, and looked into the advantages and disadvantages on infix. At the same time we illuminated the development of mathematical notation from the point of view of skipping the parenthesis. From this investigation, we could check that this interpretation was smooth in the point of view that skipping the parentheses are the image of the function. Through this we proposed some teaching methods including 'teaching mathematical notation based on historic genetic principle', 'reproduction of efforts to overcome the disadvantages of infix and understand the context to choose infix', 'finding the omitted parentheses to identify the fundamental formula' and 'specifying the viewpoint that skipping the multiplication notation can be considered as an image of the function'.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.317-325
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• 2021

In this paper, the degree of reflection of SW·AI elements and CT elements was investigated and analyzed for a total of 44 textbooks of Korean, social, moral, mathematics and science textbooks based on the 2015 revised curriculum. As a result of the analysis, most of the activities of data collection, data analysis, and data presentation, which are ICT elements, were not reflected, and algorithm and programming elements were not reflected among SW·AI content elements, and there were no abstraction, automation, and generalization elements among CT elements. Therefore, in order to effectively implement SW·AI convergence education in elementary school subjects, we will expand ICT utilization activities to SW·AI utilization activities. Training on the understanding of SW·AI convergence education and improvement of teaching and learning methods using SW·AI is needed for teachers. In addition, it is necessary to establish an information curriculum and secure separate class hours for substantial SW·AI education.

• Journal of Science Education
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• v.41 no.3
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• pp.480-498
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• 2017

This study analyzed the errors of 6th graders of elementary school in problem solving process of the measurement domain. By analyzing the errors that students make in solving difficult problems, this study tried to draw implications for teaching and learning that can help students reach their achievement standards. First, though the students were given enough time to deal with problems, the fact that about 30~60% of students, based upon the problems given, can't solve them show that they are struggling with a part of measurement domain. Second, it was confirmed that students' understanding of the unit of measurement, such as relationship between units, was low. Third, the students have a low understanding in terms of the fact that once the base is set in a triangle then the height can be set accordingly and from which multiple expressions, in obtaining the area of the triangle, can be driven.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.161-178
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• 2022

Korean uses a dual numeral system consisting of native and Chinese words. This dual numerical system is customarily selected in real life, mixed with two methods, or irregularly transformed. Therefore, the burden on both students and teachers is increased in the learning guidance process of numeral. This study recognized the need to improve the difficulty of learning guidance due to the dual numeral system. To this end, the context in which the numeral system method is selected, various modified cases, and related guidance contents of the current curriculum and textbooks were analyzed and organized. As a result of the analysis, there were characteristics of the selection and deformation of the numeral system method, which appears according to the actual situation using numerical. However, the criteria for characteristics were ambiguous and there were no specific guidance guidelines in the curriculum and textbooks. In this case, since the role of the teacher is more important, the teacher should be aware of the detailed characteristics of the actual situation related to the dual numeral system and let the student understand through experience and practice on various aspects of the use of the dual numeral system.