• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.271-293
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• 2007

Mathematics workbook is developed according to the amendment of the 7th national curriculum of mathematics. This study polled 300 national mathematics teachers in the elementary school, middle school, and high school to find out what they think in conjunction with the introduction of mathematics workbook such as needs for mathematics workbook, teachers' recognition about the system of mathematics textbook and workbook which are proper for lesson of achievement level and organization of mathematics workbook before using the mathematics workbook in school. As a results, mathematics teachers want the introduction of workbook because it helps students' self-regulated learning of mathematics and it is material very valuable for teachers to give lessons of achievement level. Also, we suggest the organization and contents of mathematics workbook on the base of our survey. Mathematics workbook has a lot of exercises assessing into the upper, intermediate, lower level in the contents, concepts of mathematics learning. It has the items developed with various problem solving methods and emphasis on performance tests, an essay-type examination and a periodical assessment. It has the problem posing items and the corner that helps students revise their mathematical errors and proposes useful, interesting mathematical activities and the commentary of a correct answer to questions at the tail of the book.

• Research in Mathematical Education
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• v.16 no.4
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• pp.245-263
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• 2012

The Korean mathematical curriculum has been changed three times during the resent five years. It led to changes in textbook system. In the 2007 revised mathematics curriculum, workbook was developed focusing on student's self-oriented learning, effective practice in differentiated classroom, and mathematics problem solving considering individual difference. This paper examines the characteristics of the tasks and the way the tasks are organized in the textbooks and the workbook in accordance with the 2007 revised mathematics curriculum; comparing with the function section before and after the amendment. Researchers examine whether the textbook and workbook were accomplished the purpose with "cognitive expectation", "level of cognitive demand", "and "response types". Researchers revised framework of [Son, J. W. & Senk, S. (2010). How reform curricula in the USA and Korea present multiplication and division of fraction. Educ. Stud. Math 74(2), 117-142] to make them suitable for the function section at the seventh grade.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.103-122
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• 2015

Problem posing activity was mentioned and enhanced in the newly revised mathematics curriculum in 2007. It is important to know which types of problem posing activities are involved in the textbook and workbook and what the results that students perform activities in the textbook and workbook during the regular classes are. This study surveys the types of problem posing activities in the 4-1 textbook and workbook revised in 2007, analyzes contents that students perform with related to problem posing activities of the textbook and workbook, and suggests some educational implications.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.615-631
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• 2010

Exercise is still an important method for mathematics learning and teaching, but there is only a few researches which involve the effectiveness of exercise in mathematics learning. This study is designed for giving some implications to researchers who are interested in developing mathematics exercise books for low achievers with respect to effectiveness. For this, 'Suhak-Ikhimchaek', the Korean elementary mathematics workbook, is chosen and in particular, 'multiplication number fact', one of the units of the book, is analyzed with the following respects: achievement levels of learners, arrays of exercise, the amounts and period of exercise, exercise type. Finally, this study proposes composing principles for developing exercise books for low achievers in mathematics.

• East Asian mathematical journal
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• v.28 no.2
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• pp.251-264
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• 2012

The revised mathematics education curriculum in 2007 decided to introduce mathematics workbooks to the textbook system, which were supplemental textbooks to support mathematics teachers' teaching and students' learning in level-based classroom. This study is to find the field status whether the middle school mathematics workbooks are currently used in the school to be in line with the original intention and purpose and to discuss the improvement direction and effective utilization idea which modification and amendment shall be made for the effective utilization in the field. To achieve the goal of this study, the inquiry survey was made from 75 middle school teachers of the 1st, 2nd and 3rd grade in the middle schools where the moving classing for each level(or class in each level)has been performed with provision of the questionnaire sheet for the understanding of the teachers for the utilization status of the mathematics workbook to solve such study task.

• School Mathematics
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• v.15 no.4
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• pp.833-846
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• 2013

In this paper, the real state of using terms 'product', 'place value', 'nine-nine', and 'numeral' incorrectly or inconsistently in the area in Korean elementary school 1-2 grade math textbooks/workbooks are analyzed. Based on this analysis, the following four conclusions are presented. First, 'Product' should be defined in the ${\ll}$Math 3${\gg}$ textbook like 'sum' and 'difference'. Multiplication is introduced in the ${\ll}$Math 3${\gg}$ textbook/workbook, however, the result of that calculation is not referred to 'product'. Second, there is a need to reconsider the using the term 'place value' in 2nd elementary mathematics. In the ${\ll}$Math 3${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks/workbooks are not using the term 'place value' clearly. Third, the word 'addition nine-nine table' and 'subtraction nine-nine table' should not be used in the ${\ll}$Math 2${\gg}$ and the ${\ll}$Math 4${\gg}$ textbooks. Using the term 'multiplication nine-nine' and 'multiplication nine-nine table' in elementary school mathematics textbooks/workbooks instead of using the term 'nine-nine' and 'nine-nine table' respectively would be the possible cause of these inaccurate derivatives. Fourth, in 1st and 2nd elementary mathematics 'numeral' and 'number' should be used discriminately. There is a need to reconsider the using the term 'number' uniformly if possible.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.38-45
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• 2015

This study aims to conduct a case study of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) outreach program development and their application. This program was operated by 184 middle and high school students at C University on October 2014. The major results of these studies were as follows: First, The theme of the outreach program consisted of four engineering areas, aerospace engineering, chemical engineering, architectural engineering, and mechatronics (robot) engineering; moreover, the materials for the students' workbook, the guidebook for teachers, and the program operation manual for staffs in a university were developed by working with four authors and ten subject matter experts. Second, the satisfaction level with the contents and activities was ranged from 4.24-4.31 out of 5 points. Third, the vitalizing activation plan was discussed for the sustainable development and operation of the STEAM outreach program.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.701-722
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• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• School Mathematics
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• v.8 no.4
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• pp.397-415
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• 2006

This paper is to find out the reason why students often make mistakes with 0 during computation and to get some instructional implication. For this, history of 0 is reviewed and mathematics textbook and workbook are analyzed. History of 0 tells us that the ancients had almost the same problem with 0 as we have. So we can guess children's problems with 0 have a kind of epistemological obstacles. And textbook analysis tells us that there are some instructional problems with 0 in textbooks: method and time of introducing 0, method of introducing computational algorithms, implicit teaching of the number facts with 0, ignoring the problems which can give rise to errors with 0. Finally, As a reult of analysis of Japanese and German textbooks, three instructional implications are induced:(i) emphasis of role of 0 as a place holder in decimal numeration system (ii) explicit and systematic teaching of the process and product of calculation with 0 (iii) giving practice of problems which can give rise to errors with 0 for prevention of systematical errors with 0.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.501-525
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• 2015

This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.