• Communications of Mathematical Education
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• v.36 no.4
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• pp.559-587
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• 2022

The purpose of this study is to derive implications for the development of the next curriculum and textbooks by comparing and analyzing the textbooks of the 2015 revised high school mathematics curriculum <Mathematics for Economics> and social studies curriculum <Economics>. In the <Mathematics for Economics> textbooks, economic terms and function notations should be introduced. Additionally, the use of graphs for economic-related functions is different from the use of graphs in mathematics in the <Mathematics for Economics> textbooks. For these reasons, the usage of economic terms, function notations, and function graphs covered in the <Mathematics for Economics> textbooks were compared and analyzed with the usage in the <Economics> textbooks. In the <Mathematics for Economics> textbooks, economic terms that are highly related to mathematics are defined and presented. Contrary to the conventions of mathematics and economics, the function notations in the <Mathematics for Economics> textbooks were used inconsistently because uppercase and lowercase letters were mixed in the function notations. Function graphs in the <Mathematics for Economics> textbooks had differences in the range of values represented by the variables regarding axes and scaling. The <Mathematics for Economics> textbooks did not provide a mathematical interpretation of the translation or slope. In the course of <Mathematics for Economics>, it is necessary to specify considerations for teaching and learning, and assessment in the curriculum to promote students' understanding of mathematics and economics. The descriptions in the curriculum document and textbooks of <Mathematics for Economics> should be supplemented to provide learning opportunities for mathematical interpretation of economics-related contents.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.27-48
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• 2024

In order to prepare for changes in future society, cross-curricular learning is emphasized, and the need to link cross-curricular learning topics and subjects is increasing. However, there are few studies on how to deal with cross-curricular learning in mathematics education. This study analyzed the contents and methods of cross-curricular learning topics in subject-specific curriculum and mathematics textbooks. As a result of the study, the curriculum can be categorized into four types according to the variety of cross-curricular learning topics applied and the presence or absence of a main cross-curricular learning topic, and the mathematics curriculum belongs to the type where some cross-curricular learning topics are dealt with passively and there is no main topic. On the other hand, the analysis of 10 math textbooks for grades 5 and 6 according to the 2015 revised curriculum showed that, unlike the curriculum, various cross-curricular learning topics were applied in the textbooks, mainly environment and sustainable development education, safety and health education, career education, character education, and economic and financial education. In addition, in mathematics textbooks, cross-curricular learning topics appeared in various types such as materials, questions, explanations, illustrations, and in many cases, they appeared mainly as materials or illustrations. Based on these findings, implications were explored and suggested on how to integrate and apply cross-curricular learning topics in mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.333-351
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• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• The Mathematical Education
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• v.62 no.1
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• pp.23-34
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• 2023

The rationalizing denominators presented in the mathematics textbooks is being used in various places of school mathematics curriculum. However, according to some previous research on the rationalizing denominators in school mathematics, it seems that there is no clear explanation as to why rationalizing denominators is necessary and why it should be used. In addition, a previous research insists that most students know how to rationalize denominators but do not understand why it is necessary and important. To confirm this, we examined the rationalizing denominators presented in the 2015 revised mathematics curriculum as school mathematics. Then we also examined the rationalizing denominators algebraically as academic mathematics. In detail, we conducted an analysis on the rationalizing denominators presented in randomly selected three mathematics textbooks and teacher guidebooks for middle school third grade. Then the algebraic meaning of the rationalizing denominators was examined from a proper algebraic structure analysis. Based on this, we present alternative definitions of the rationalizing denominators which is suitable for school mathematics and academic mathematics. Finally, we also present the mathematical contents (irrationals of the special form can be algebraically interpreted as numbers in the standard form) that teachers should know when they teach the rationalizing denominators in school mathematics.

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

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.267-285
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• 2018

The purpose of this thesis is to analyze and compare 'Game Activities' of elementary mathematics textbooks developed in the national curriculum revised in 2015, and to find suggestions to improve 'Game Activities' of the textbooks based on the results. The main results of this study are as follows. First, as for materials, various types of materials were used in 'Game Activities'. Also, more various materials were included in 2nd grade textbooks and 1st, 2nd grade teacher's guidebooks than 1st grade textbooks. Second, this study analyzed the patterns of organization. The result showed that group and pair activities accounted for the highest rate among other patterns of organizations. Textbooks should include more pattern types of organizations that teachers could use them properly according to numbers of students in classes. For the 'Game Activities', students need to understand basic concepts of the chapter first. Students with lower levels would have difficulty participating in the 'Game Activities'. Thus, there is a need to include activities for students with lower levels in teachers' guidebooks, reflecting a variety of students levels.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.103-119
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• 2016

Fusion and consilience have been important in many aspects of our education and culture. In this flow 2015 revised National Curriculum aimed to cultivate students of abilities of imagining liberally and inventing scientifically and technically. However imagination including imagination in humanities has not been researched in mathematics education part until nowadays, so mathematics education using imagination of raising students with ingenious and harmonizing abilities is hard to discuss concretely. In this paper I studied the opinions of various scholars from ancient times to today, and discussed where imagination reveals itself in mathematics practices. With above results I discussed some possible shape of teaching and learning of mathematics using imagination. And finally we discussed that meanings in the humanities and social aspects.

• 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.

• East Asian mathematical journal
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• v.36 no.4
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• pp.475-492
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• 2020

This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.475-496
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• 2018

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified.