• Research in Mathematical Education
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• v.19 no.4
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• pp.247-265
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• 2015

Mathematics textbook plays a significant role in shaping students' learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students' learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students' learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.

• Educational Technology International
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• v.9 no.2
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• pp.17-37
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• 2008

This study is to examine different views of teachers, students, parents and experts on existing mathematics textbook and ideas and alternatives for developing new textbooks. We interviewed deeply with 18 teachers, 18 students, 9 parents, and 4 experts and analyzed two analysis frame categories; Strengths and weaknesses of current textbooks and directions of mathematics textbooks that will be revised. We found that among teacher, student, parent and expert, there are some differences of meaning about mathematics textbooks, based on interview questions. The directions of new textbooks are as follows. First, 'the definitions of mathematics textbook concepts' shared and sympathized by teachers, students, parents, and experts should be considered in developing the textbooks. Second, the textbooks should be much usable in classrooms and be matched to the goals of mathematics subjects. Third, the contents and levels of difficulty of the textbooks should be based on the specific objectives and the analysis of curriculum and its contents. Fourth, understanding students should be presupposed as the external side of contents and the textbooks themselves should be associated with the image of joyful and fun mathematics. Fifth, the mathematics textbooks should reflect real daily life to their contents and be linked to other subjects.

• Journal for History of Mathematics
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• v.28 no.1
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• pp.15-29
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• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.95-106
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• 2003

This study attempts to identify the characteristics of the structure of mathematics textbooks of North Korean high schools. The previous researches on the mathematics textbooks of North Korea show that North Korean mathematics textbooks have a linear structure, which is different from a spiral structure of South Korean textbooks. However, this study found that the textbooks of North Korea published after 1994 indicate that some sections reveal a spiral structure. In addition, most sections of North Korean mathematics textbooks are collectively composed, particularly so in the section of algebra.

• The Mathematical Education
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• v.51 no.3
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• pp.247-263
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• 2012

The purpose of this study was to analyze recent research trends of mathematics textbooks to provide implications for textbook research and development. For this purpose, 90 out of 1121 research papers published between 2006 and 2011 in seven prestigious domestic journals were selected. The papers dealing with only Korean mathematics textbooks were analyzed by school levels (i.e., elementary or secondary), mathematics content areas, analytic methods, and implications. The papers comparing our mathematics textbooks with foreign counterparts were analyzed by reasons for the comparison, school levels, subjects for analysis, and implications. The results of this study urge us to pay more attention to secondary mathematics textbooks, least studied content areas, and various but inconsistent analytic methods. This paper also suggests close connections between textbook analysis and textbook development.

• The Mathematical Education
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• v.51 no.3
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• pp.223-246
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• 2012

Korean Ministry of Education Science, and Technology(MEST) has recommended the introduction of mathematics textbooks based on storytelling to improve the teaching and learning of mathematics in school. As part of the mathematics textbooks based on storytelling development, this research has investigated school mathematics teachers' perspectives on mathematics textbooks based on storytelling in order to identify implications for the development and the implementation of it. For the purpose, we have developed survey questionnaire and administered it to 113 high school mathematics teachers. The survey asked the teachers to address their conception of mathematics textbooks based on storytelling, its contribution to school mathematics, challenges and obstacles for the implementation. The survey shows that the mathematics teachers' conception of mathematics textbooks based on storytelling was not clear or limited. Most of them replied that they received information about mathematics textbooks based on storytelling from the materials provided by workshop or materials of school district office. While the teachers heard about that school will implement mathematics textbooks based on storytelling, they rarely had idea of how to use them in class. In the survey, the teachers identified which type of storytelling is effective for which purpose of mathematics education. They also identified the positive effect and the difficulties in the implementation of mathematics textbooks based on storytelling. The mathematics teachers pointed out that textbook is not enough. They urged that the implementation of mathematics textbooks based on storytelling should be integrated into classroom teaching and assessment to make a significant change in the educational practice of mathematics in school. Thus, mathematics teachers need support to implement mathematics textbooks based on storytelling into their teaching practice. Teacher workshop and teacher manuals need to be developed to help teachers understand educational visions and values of mathematics textbooks based on storytelling. These results of the survey would form the worthwhile base information for the development and the implementation of mathematics textbooks based on storytelling.

• Education of Primary School Mathematics
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• v.2 no.2
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• pp.85-102
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• 1998

Since textbooks for elementary school mathematics in accordance with the seventh curriculum are 'Class I' textbooks, which are used as one and only one textbooks throughout the country, the following aspects have been considered： In the legal aspect, the contents including the curriculum for mathematics asked of the Writing Committee by the Ministry of Education were reflected; in the aspect of theory of mathematics education, the textbooks are written in a way appropriate to theory of mathematics education; and in the aspect of application of reality, the textbooks are written to help improving mathematics education in classrooms. Therefore, the main frame of writing the textbooks is to make students feel proud enough to say "I have done mathematics", through helping students rationally solve problems surrounding them by themselves with their experiences and activities. In the above viewpoint the following sentence is reflected upon: "Hundred explanations are not equal to one manipulation activity."

• The Mathematical Education
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• v.58 no.4
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• pp.589-607
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• 2019

The study aimed to investigate what high-school students recognize mathematics textbooks and how they use textbooks in their learning mathematics in and out-of mathematics classrooms. For this purpose, we developed a set of interview questions in order to unpack what high-school students thought about mathematics textbooks and how they intended to use the textbooks for their learning mathematics. Eleven high-school students participated in the interview; the interview lasted for about an hour for each student. The data from the interviews were analyzed. The findings from the data analysis suggested as follows: a) the students seemed to consider mathematics textbooks as crucial medium for a mathematics classroom material and thus, they were likely to obliged to use the textbooks for preparing for not only tests and examination conducted regularly in schools but college entrance examination conducted nationwide; b) however, the students appeared to use the textbooks in limited ways in which they looked into the textbooks to prepare for mid-term or final exam only, not for their understanding mathematical contents as a main resource; and c) the students seemed to realize that they rarely have had an opportunity to develop mathematical thinking capabilities and understand mathematical ideas conceptually through the mathematics textbooks.

• East Asian mathematical journal
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• v.38 no.4
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• pp.439-461
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• 2022

Since 2022, textbooks in elementary school mathematics have been converted from national textbook system to authorization system, but it is pointed out that the composition of these new textbooks is almost the same as the existing national textbooks and the advantages of the authorization system cannot be utilized. Therefore a need has been raised to find out the composition of foreign textbooks. In order to compare the internal system of elementary mathematics textbook composition in Korea and Japan, Wakuwaku Sansu, one of Japan's elementary mathematical textbooks was analyzed and compared with Korean textbooks. As a result of the analysis, it was found that Japanese textbooks have more flexibility in the composition of the unit, the number of hours of the unit, the introduction of special lessons, and emphasis. This analysis will promote the diversity and creativity of the composition of elementary mathematics textbooks in Korea, providing implications for more efficient textbook compilation.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.451-467
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• 2017

This study examined how the distributive principles(DP) works in our elementary school textbooks and work books to figure out the implications for developing the elementary mathematics curriculum and textbooks. For this purpose, Chinese and Japanese elementary textbooks were reviewed and five criteria for the analysis of Korean textbooks and workbooks were prepared by the review. The analysis showed that Korean textbooks and work books are inefficient to handle DP in many ways. Based on these findings, this study suggested that the DP should be codified into the curriculum and explicitly dealt with in elementary math textbooks.