• Journal of the Korean School Mathematics Society
• /
• v.17 no.4
• /
• pp.613-627
• /
• 2014

Elementary textbook ${\ll}Mathematics\;4-2{\gg}$ first published in 2014 according to the 2009 elementary mathematics curriculum has been dealing with concave polygons which were not treated in elementary textbooks according to the previous curriculum. However, n the present paper, to show that there is a need to reconsider the handling of the concave polygons, after discussions about the polygon, problems in handling the concave polygons were discussed in next two viewpoints: Does 2009 elementary mathematics curriculum allow handling of the concave polygons? are there any logical leaps in handling of the concave polygon? And the following reasons to reconsider the handling of the concave polygons are presented as conclusions. First, there was no process of publicizing the handling of the concave polygon. Second, the evidences that will justify the handling of the concave polygon can not be found in 2009 elementary mathematics curriculum. Third, there are logical leaps in the handling of the concave polygons. Fourth, there is no consistency in handling the concave polygons.

• School Mathematics
• /
• v.13 no.2
• /
• pp.245-266
• /
• 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.

• The Mathematical Education
• /
• v.49 no.4
• /
• pp.437-462
• /
• 2010

The purpose of this research is to analyze the textbook contents about the natural number concepts in the Korean National Elementary Mathematics Curriculum. Understanding a concept of natural number is crucial in school mathematics curriculum planning, since elementary students start their basic learning with natural number system. The concepts of natural number have various meaning from the perspectives of pedagogical research, and the philosophy of mathematics. The natural number concepts in the elementary math curriculum consist of four aspects; counting numbers, cardinal numbers, ordinal numbers, and measuring numbers. Two research questions are addressed; (1) How are the natural number concepts focusing on counting, cardinal, ordinal, measuring numbers are covered in the national math curriculum? ; (2) What suggestions can be made to enhance the teaching and learning about the natural number concepts? Findings reveal that (1) the national mathematics curriculum properly reflects four aspects of natural number concepts, as the curriculum covers 50% of the cardinal number system; (2) In the aspect of the counting number, we hope to add the meaning about 'one, two, three, ......, and so on' in the Korean Mathematics curriculum. In the ordinal number, we want to be rich the related meaning in a set. Further suggestions are made for future research to include them ensuing number in the curriculum.

• School Mathematics
• /
• v.18 no.1
• /
• pp.175-191
• /
• 2016

In the elementary school mathematics textbook that has been revised in 2013, the instructional sequence for teaching addition and subtraction, which had remained unchanged for three decades since 1982, was finally changed in 2013. Particularly, the addition and subtraction of two-digit numbers without regrouping, such as 72+25=97 or 85-24=61, are taught earlier than the composing and decomposing of the number 10 using other numbers. This study examines the appropriacy and validity of these changes. However, the reason for these changes in the national curriculum or teacher's guide could not be determined. Further, several references emphasize the addition of two single-digit numbers, such as 7+8=15, and the subtraction of a single-digit number from a number between 11 and 19, such as 16-9=7, as basic facts. In other countries' textbooks, the teaching of addition and subtraction up to the number 20 is prioritized before teaching the addition and subtraction of two-digit numbers without regrouping. The results of this study indicate that these changes in the instructional sequence in the textbook that was revised in 2013 need to be reconsidered.

• East Asian mathematical journal
• /
• v.31 no.4
• /
• pp.587-607
• /
• 2015

The 4th grade storytelling-based mathematics textbook according to the 2009 revised curriculum was introduced in 2013. This study analyzed and investigated their perceptions regarding the storytelling teaching and learning, the effects of the introduction of storytelling, the reconstruction of storytelling, the problems and improvements of the textbook and their feelings of the storytelling lessons. For this objective, we administered the open and multiple choice surveys to fifty 4th grade teachers who had taught storytelling mathematics in 2013~2014 school years, four of them gave in-depth interviews as well. The purpose of this study is to obtain implications for the effective and reliable settlement of the storytelling teaching and learning.

• School Mathematics
• /
• v.18 no.2
• /
• pp.375-396
• /
• 2016

This study considered Elementary school textbook and teacher's manual in Korea in terms of theories on counting. First we considered the meaning of counting in elementary school mathematics based on many preceding researches. And we compared textbooks in Korea with foreign textbooks in Singapore, China, USA. As a result, compared with Korea, these foreign textbooks reflect the theories on counting more actively. First of all, they consider counting to be an important basis for the four operations. Teacher's manual in Korea introduces the theories on counting, but the content was limited and thread was not clear. Based on these consideration, We discussed reflection of elementary school textbook in terms of theories on counting.

• School Mathematics
• /
• v.9 no.2
• /
• pp.197-222
• /
• 2007

The study aims to reflect the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands in the light of the results from recent researches in geometry education and the direction of geometry standards for school mathematics of the National Council of Teachers of Mathematics in order to induce implications for improving korean geometry curriculum and textbook series. In order to attain these purposes, the present paper reflects the history of elementary school geometry education in the Netherlands, sketches the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands by reflecting general goals of the mathematics education, the core goals for geometry strand of the Netherlands, and geometry and spatial orientation strand of Dutch Pluspunt textbook series for the elementary school more concretely. Under these reflections on the documents, it is analyzed what is the characteristics of geometry strand in the Netherlands as follows: emphasis on realistic spatial phenomenon, intuitive and informal approach, progressive approach from intuitive activity to spatial reasoning, intertwinement of mathematics strands and other disciplines, emphasis on interaction of the students, cyclical repetition of experiencing phase, explaining phases, and connecting phase. Finally, discussing points for improving our elementary school geometry curriculum and textbook series development are described as follows: introducing spatial orientation and emphasizing spatial visualization and spatial reasoning with respect to the instruction contents, considering balancing between approach stressing on grasping space and approach stressing on logical structure of geometry, intuitive approach, and integrating mathematics strands and other disciplines with respect to the instruction method.

• Education of Primary School Mathematics
• /
• v.26 no.2
• /
• pp.115-124
• /
• 2023

This study aimed to investigate elementary school teachers' interest in mathematics textbooks following the new change in the publication system for elementary mathematics textbooks. To achieve this, an online survey platform was used to conduct a survey of elementary school teachers in teaching grade 3-4 across the country, and the responses of 199 participants were analyzed to determine their interest in mathematics textbooks. The research results showed that elementary school teachers had high levels of interest in mathematics textbooks, particularly in informational and personal interest. Moreover, the stages at which teachers showed the highest level of interest were reinforcement interest and operational interest. Analysis of the differences in interest in mathematics textbooks based on personal variables showed significant differences depending on the teacher's experience in mathematics education training, satisfaction with mathematics textbooks, and whether they majored in mathematics education. Based on these findings, it can be inferred that elementary school teachers have a high level of informational interest in the characteristics, strengths, weaknesses, and materials related to authorized and approved mathematics textbooks, and their high level of personal interest in mathematics textbooks can have a positive effect in line with the goal of the new textbook system. Additionally, since many teachers showed a high level of interest in reinforcement interest, it is necessary to devise various ways to support teachers' creative use and reconstruction of mathematics textbooks.

• Journal of Educational Research in Mathematics
• /
• v.18 no.3
• /
• pp.309-333
• /
• 2008

In this research, we reconstructed the textbook on the concept of rate and ratio, which is based on the review on the previous researches and the analysis on the elementary textbook of the 7th mathematics curriculum. We conducted the teaching experiment using the reconstructed textbook, which is to identify the students' conception of rate and ratio and the appropriateness and limit of the reconstructed textbook. As the results of this study, we identify that the changed sequence of instruction (that is, ratio ${\rightarrow}$ percent and value of rate ${\rightarrow}$ rate) was very proper to help students understand the concept of rate and ratio. The relative comparison and absolute comparison and the additive thinking and multiplicative thinking included in the reconstructed textbook were identified very helpful to students' understanding. Meanwhile some contexts given in the reconstructed textbook were identified to cause the students' cognitive confusions.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.3
• /
• pp.541-554
• /
• 2013

Recently, storytelling was emphasized in mathematics education for students to have interest in mathematics and active attitude about the mathematics. Storytelling can provide a meaningful mathematical context that motivates children to learning mathematics actively. And also, the power of storytelling for engaging children in mathematics learning was evident in the many research. According to this trend, the new mathematics textbook applying storytelling was developed. Already this textbook applying storytelling was used in grade 1-2 in 2013. Grade 3-4 will use this new textbook in 2014 and grade 5-6 will use new textbook in 2015. This study reviewed the mathematics educational meaning of storytelling and discussed the educational rationale of introducing the storytelling in mathematics education, and offered practical teaching method for applying storytelling in mathematics instruction.