• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.235-249
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• 2014

In this paper, teaching contents in area between Korea and Japan's first grade math textbooks are compared. Based on the results of this comparison, implications for improving our grade 1 math textbooks are obtained as follows. Firstly, when describing the configuration of two-digit numbers, it needs to be considered that, after the mathematical description of a concrete material representing two-digit numbers, then it should be processed mathematically. Secondly, with respect to the composition and decomposition of numbers, use of the expression of 'some number and some number' needs to be considered. Thirdly, when reading addition expression and subtraction expression with an equal sign, the way of reading them with terms 'sum' and 'difference' respectively needs to be reconsidered. Fourthly, use of the distinct expression for the supplementing situation and the merging situation respectively and use of the distinct expression for the removing situation and the comparing situation respectively need to be considered. Fifthly, the jump in representing the expression of subtraction of two numbers as the expression of the subtraction or mixed operation of three numbers to explain (some number)-(some number) with borrowing need to be resolved.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.395-411
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• 2013

There are two concepts of division: measurement division and partitive or fair-sharing division. Students are expected to understand comprehensively division algorithm in both contexts. Contents of textbooks and teachers' guidebooks should be suitable for helping students develop comprehensive understanding of algorithm for whole-number division in both contexts. The results of the analysis of textbooks and teachers' guidebooks shows that they fail to connect two division contexts with division algorithm comprehensively. Their expedient and improper use of two division contexts would keep students from developing comprehensive understanding of algorithm for whole-number division. Based on the results of analysis, some ways of improving textbooks and teachers' guidebooks are suggested.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.167-185
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• 2017

The purpose of this study is to analyze the actual states of the elementary school and the middle school mathematics education as a curriculum quality-management. To this end, this study surveyed the input, process and output phase in the school curriculum to the teachers, students and parents. The results are like these: First, the achievement standards contents in the elementary school and the middle schools are relevant in the input phase. Second, the teachers in the elementary school have more concern on the teaching & learning methods than those in the middle school in the process phase. Third, students and parents' satisfaction on the cognitive and affective domain in the elementary school is higher than that in the middle school in the output phase. This study suggests that these result has to be affected to make ways to apply the new curriculum, and the curriculum revision system has to be established to revise the curriculum as an important method of quality management.

• 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.

• Education of Primary School Mathematics
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• v.22 no.2
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• pp.129-147
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• 2019

Because of the various concepts and meanings of fractions and the difficulty of learning, studies to improve the teaching methods of fraction have been carried out. Particularly, because there are various methods of teaching depending on the type of fractions or the models or methods used for problem solving in fraction operations, many researches have been implemented. In this study, I analyzed the fractional operations of CCSSM-CA and its U.S. textbooks. It was CCSSM-CA revised and presented in California and the textbooks of Houghton Mifflin Harcourt Publishing Co., which reflect the content and direction of CCSSM-CA. As a result of the analysis, although the grades presented in CCSSM-CA and Korean textbooks were consistent in the addition and subtraction of fractions, there are the features of expressing fractions by the sum of fractions with the same denominator or unit fraction and the evaluation of the appropriateness of the answer. In the multiplication and division of fractions, there is a difference in the presentation according to the grades. There are the features of the comparison the results of products based on the number of factor, presenting the division including the unit fractions at first, and suggesting the solving of division problems using various ways.

• The Mathematical Education
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• v.60 no.3
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• pp.265-279
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• 2021

In this study, by analyzing of types and functions of questions presented in Data and Chance area of the mathematics textbooks for grades 1-6 of the 2015 revised curriculum, the characteristics of the questions presented in the textbook were identified, and implications for teaching and learning related to the questions in this textbook were obtained. Types and functions of the presented questions showed different proportions of appearance according to the grade clusters, and this seems to be related to the learning contents for each grade clusters and the characteristics of grade clusters. In addition, it can be seen that the functions of questions are related to the types of questions. Teachers should have pedagogical content knowledge about Data and Chance area as well as developmental characteristics for each grade clusters. In addition, the teacher should present an suitable question for the level of grade clusters and the nature of the content to be taught so that effective learning can be achieved based on the understanding of the characteristics and functional characteristics of each type of questions. The results of this study can contribute to statistical teaching in a progressive direction by providing a foundation for textbook writing and teaching/learning.

• Smart Media Journal
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• v.13 no.5
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• pp.45-51
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• 2024

Recently, realistic contents such as virtual reality(VR) and augmented reality (AR) are widely used for education to provide beneficial learning environments with thee-dimensional(3D) information and interactive technology. Specially, AR technology will be helpful to intuitively understand by adding virtual objects registered in the real learning environment with effective ways. In this paper, we developed an AR learning system using 3D spatial information in the 2D based textbook for studying math related to geometry. In order to increase spatial learning effect, we applied to solid shapes such as prisms and pyramids in mathematics education process. Also, it allows participants to use various shapes and expression methods (e.g., wireframe mode) with interaction. We conducted the experiment with our AR system, evaluated achievement and interest. Our experimental study showed positive results, our results are expected to provide effective learning methods in various classes through realistic visualization and interaction methods.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.185-198
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• 2017

In this study, the researches published in Korea during the six years since 2011, when the STEAM started in earnest, were classified by year, content, type, subject, and center area. in 2011, when STEAM was launched, it was hard to find relevant articles, but it has been increasing rapidly since 2013. The number of articles published by the contents was development application 650(48.9%), effect analysis 394(29.6%), theory contents 179(13.5%), and actual condition recognition 107(8.0%). The number of articles published by research type were quantitative research 347(34.7%), qualitative research 274 (27.4%), mixed research 379(37.9%). The number of articles published by research subjects was 435(40.2%) for elementary school, 209(19.4%) for middle school, 151(14.0%) for high school, 150(13.9%) for literature, 88(8.1%) for teacher, 19(1.8%) for child, 11(1.0%) for preliminary teacher, 9(0.8%) for university and 9(0.8%) for Public. The percentage of research centered on science is the highest of 383(33.2%), while the research on art, technology, and mathematics is also 266(23.0%), 161(13.9%), 152(13.2%). In elementary science, the articles related to STEAM education showed a tendency to decrease in 2014, unlike overall trends, and it mainly conducted research on development and application, effect analysis, and preferred mixed research.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.165-185
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• 2011

The purpose of this study is to confirm the effects of the learner-centered instruction based on constructivism on learners' reasoning ability and their achievements which is closely related to reflective abstracting ability. To do it, learner-centered instructions for division was implemented, recall test, generation test, content reasoning test I and II were carried out. The following conclusions were drawn from the data we got. Experimental group(EG) improved their reasoning ability, while comparison group(CG) did not. EG showed statistically significant difference in the achievements of the contents learned in comparing with CG, and the difference in the achievements of the contents unlearned in the treatment in comparing with CG was higher than the one. In addition, the comparisons of the subgroups(high, middle, and low) between EG and CG showed that the treatment had a positive influence on the achievement to all subgroups in EG. That is, the treatment was effective for unable learners. Finally, EG showed statistically significant difference in the sub-domain of simple calculation which might be considered as the benefits of the treatment of the CG as well as in the sub-domain of concept and principle.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.139-166
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• 2014

The purpose of the study is to enhance the teaching competence for pre-service elementary teacher by using DGE in order to enhance SMK and PCK for them. To do this, we investigated the initial SMK and PCK for 23 pre-service elementary teachers, the reality of implementation activity of DGE and the change of SMK and PCK after quest activity by DGE. As results, 3 pre-service elementary teachers made errors which are misunderstanding a general angle as special angle, an excessive jump of logic and a circulation logic in the aspect of an initial SMK. In the aspect of contents of PCK, most of pre-service elementary teachers proposed teaching focused on the character using in the problem solving. And most of pre-service elementary teachers proposed teaching methods which are based on explanation, measurement and material manipulation. The reality of implementation activity of DGE was classified 4 cases which are a difficulty in understanding the concept of dynamics and embodying in DGE, an obsession about construction of $75^{\circ}$ and generalization, a difficulty in interpreting 'folding activity' mathematically and a good implementation activity. After quest activity by DGE, the case which is misunderstanding a general angle as special angle could be improved, but the others are not. And after quest activity by DGE, most of pre-service elementary teachers still proposed teaching focused on the character using in the problem solving in the aspect of contents of PCK, and some of pre-service elementary teachers added only teaching methods which are involving visual confirmation by GSP. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce SMK and PCK by DGE.