• Education of Primary School Mathematics
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• v.17 no.3
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• pp.277-297
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• 2014

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary first grade mathematics textbooks. STEAM-related subject contents in the textbooks were examined by unit and by strand of the content in the elementary school mathematics curriculum. According to the results, the number and the type of STEAM-related subject contents are different depending on the unit and the strand of the mathematics content. Generally speaking, in each unit and in each strand of mathematics, storytelling liberal arts-related contents are seen the most, followed by non-storytelling liberal arts-related contents and physical education contents in order, while the number of musical contents was very small. So we need to develop different STEAM materials in order to activate STEAM education in our elementary math classrooms.

• Research in Mathematical Education
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• v.19 no.2
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• pp.141-153
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• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.19-36
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• 2017

The purpose of this study was to analyze the research trends of elementary mathematics education in terms of topics, methods, subjects, mathematics content strands, and mathematical competencies. For this purpose, a total of 596 papers published in eight domestic journals during the recent seven years were analyzed. The results of this study showed that the popular research topics included learners' perspectives and abilities, analysis of curriculum and textbooks, and instruction and teaching methods, whereas studies on assessment and technology or manipulative materials did not get much attention. The results also showed that qualitative research methodology was used a lot with focus on students. The mathematics content strand which was most frequently studied was number and operations, and problem solving was most popular among the mathematical competencies. On the basis of these results, this paper includes several implications for the future research direction in elementary mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.163-192
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• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Journal of the Korean Wood Science and Technology
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• v.49 no.1
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• pp.14-22
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• 2021

The objective of this study was to investigate the effect of alkali-washing with different sodium hydroxide concentrations on the chemical compositions of steam-treated Betung bamboo strand. Strands were subjected to steam treatment at 126 ℃ for 1 h under 0.14 MPa pressure and followed by washing with 1-5% sodium hydroxide solution for 30 sec. The alteration of structural and non-structural chemical components content of bamboo strands was evaluated. Steam and washing treatments with various concentrations of sodium hydroxide solution considerably reduced the extractive content of bamboo strands, and the cell wall chemical components of the strand in the small degree. FTIR analysis showed noticeable changes in peaks related to hemicellulose and lignin. The relative crystallinity increased significantly after steam and washing treatment with sodium hydroxide up to 3% concentration. SEM Images showed smooth and clean strands surface after washing with 3% sodium hydroxide.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.627-654
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• 2016

Despite the significance of the measurement strand in elementary mathematics education, it is not easy to teach it meaningfully. This study analyzed instructional methods related to capacity and weight in a series of mathematics textbooks of Korea, Japan, Singapore, and the US. The overall analysis was conducted in the following two aspects: (a) what and when to teach main learning content, and (b) how to teach the learning content tailored to the instructional components specific to the topics of measurement (i.e., the necessity of measurement unit, the meanings of measurement terms, appropriate choice of units, appropriate choice of measurement tools, and the necessity of calculation). The results of this study showed overall similarities in using real-life contexts to teach major topics on capacity and weight as well as emphasizing the relations among measurement units. However, noticeable differences were also analyzed in dealing with the meanings of measurement terms, appropriate choice of units, and appropriate choice of measurement tools. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with capacity and weight.

• School Mathematics
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• v.6 no.1
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• pp.1-19
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• 2004

Recently, we have been listening such a words, that is, the crisis of public education through the mass communication such as newspaper or broadcasting. This means that we didn't have an enough opportunity to think it over about good education programme which the education of school can be normalized or the design of curriculum in the current problems such as overcrowded class, teacher and poor finance which is not still solved. As we know, it is true that the older generation is familiar with the rote learning which was under the control of behaviorism for about three hundred years. Fortunately, The 7th curriculum which had made public by the ministry of education on 30 Dec. 1997 have changed so many things such as real life based or activity based and so on. But it still leaves something to be desired in reflecting the demand of teachers of field. Taking into account this real situation, I have wondered how they run curriculum and how math learning programme of lower grade is different with ours in New Zealand, etc and so I had tried to find some suggestive points through the comparison of curriculum and text between Korea and New Zealand. But, if we want to compare all the strands of curriculum between two countries, it is too global and so in this paper, we deal with only number and operations(number), measurement, figure(geometry), equation and patter(algebra), probability and statistics(statistics) which are dealt with more comparatively in the lower grade of primary school. Because the main purpose of this paper is a comparison and analysis of the curriculum and math learning program of the lower grade in the primary school between two countries and so we compare global characteristics of education system and curriculum between two countries, at first and then we dealt with the very core part of the content of New Zealand curriculum within the ranges of level 1, 2 and 3 and global characteristics of learning program simultaneously.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2016

Patterns are of great significance to develop algebraic thinking of elementary students. This study analyzed teaching methods of patterns in current elementary mathematics textbook series in terms of three main activities related to pattern generalization (i.e., analyzing the structure of patterns, investigating the relationship between two variables, and reasoning and representing the generalized rules). The results of this study showed that such activities to analyze the structure of patterns are not explicitly considered in the textbooks, whereas those to explore the relationship between two variables in a pattern are emphasized throughout all grade levels using function table. The activities to reason and represent the generalized rules of patterns are dealt in a way both for lower grade students to use informal representations and for upper grade students to employ formal representations with expressions or symbols. The results of this study also illustrated that patterns in the textbooks are treated rather as a separate strand than as something connected to other content strands. This paper closes with several implications to teach patterns in a way to foster early algebraic thinking of elementary school students.