• The Mathematical Education
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• v.61 no.2
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• pp.221-237
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• 2022

This study investigated teachers' decision-making and related factors in the elementary textbook adoption process. Our participants include 296 elementary teachers who took part in the mathematics textbook (grades 3 and 4) adoption committees in his/her schools. Our study used the decision-making model of Shavelson and Stern (1981) for analyzing teacher beliefs and attitudes concerning choices and priorities, judgments, evaluation methods, and key factors to reviewing and selecting a mathematics textbook. Our discussion includes teacher beliefs and intentions and the way they come into conflict with determinant factors that influence the decision-making of textbook adoption. Findings also reveal the unique nature of elementary school teaching as generalists in contrast with secondary teachers as specialists, playing a significant role in the adoption process. Lastly, the study discusses the entanglements of textbook reform and explains the discrepancy between textbook authorization/approval policies versus the plight of little change (and innovation) in mathematics textbooks.

• Journal of Science Education
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• v.40 no.1
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• pp.90-102
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• 2016

Flipped learning is generally designed to allow students to learn on their own in advance with the help of scaffolding material such as videos and text, and in the classroom, it is operated with the help of a teacher while the class is being learner-centered. For flipped learning, each of the teachers has to design the class, collect information, and prepare for scaffolding material, so they get to face a lot of difficulties spending much time to reorganize the curriculum and produce a video and so on. Accordingly, this researcher has developed flipped learning textbook models applicable to science class by analyzing Korean and overseas textbooks, conducting an in-depth interview to six science teachers practicing flipped learning, and also developing and applying the science textbook sample model. The elementary, middle, and high school science textbook models developed include not only the textbook-based model with no videos presented in advance but also the lecture-type model, experiment-based model, and inquiry and research-based model to realize flipped learning. This study is expected to present crucial implications to develop textbooks and science class as a class to perform learner-centered inquiry activity.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.375-399
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• 2005

In this article, I identified many points of commonness and differences at)feared in the fraction units of three conspicuous textbooks -McLellan, MiC and Korea. After that, 1 evaluated these results with reference to more general didactics on which each text-book is based. A background theory of Mc-Lellan's textbook was Dewey's experientialism, and that of MiC was Freudenthal's realistic mathematics education. Through this study, I have reached the fact that these three textbooks could not exhibit the phenomenological wholeness of fraction. Driven by measuring number model which is very abstractive, McLellan's text-book is disregarding the lower level context. MiC textbook, driven by real context, is ignoring higher level model which is close to rational number concept. From an excess of formulation and practice of algorithm, Korea's textbook is overlooking the real context. It is necessary that a textbook which would display the phenomenological wholeness of fraction is developed.

• East Asian mathematical journal
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• v.37 no.4
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• pp.481-497
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• 2021

The importance of statistics in everyday life and work place has led to calls for an increased attention to statistical literacy in the mathematics curriculum both internationally and domestically. While professional organizations and researchers propose perspectives towards and models of statistical literacy, conceptions and elements of statistical literacy vary. This study examines how mathematics textbook questions fulfill the requirements of statistical literacy by employing two models: Watson's model focusing on understanding of statistical language and Curcio's model on data interpretation aspects of statistical literacy. For this, a total of 872 problem questions presented in the statistics units of from ten textbooks for the middle school year 1 mathematics were analyzed.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.301-319
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• 2013

In this study we developed a textbook for middle school mathematics, especially focusing on the 1st grade, based on storytelling, did experimental lessons using the developed textbook, and surveyed the responses of students to the lesson by three kinds of questionnaire and teacher interview. The results of this study can serve as basic data for other researches about storytelling-related education in school mathematics.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.179-203
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• 2013

The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.

• International Journal of Contents
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• v.8 no.2
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• pp.23-27
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• 2012

The successful use of digital textbooks (DTs) in schools requires the development of various teaching and learning methods that are appropriate for DTs. However, recent DT studies have focused mainly on the implementation of DT features and formats. The objective of this study was to investigate a problem-based learning instructional model appropriate to DTs and to present the experimental results using the problem-based DT to demonstrate its educational effectiveness. Two learning-achievements tests were conducted to analyze the learning experience and effectiveness of the problem-based DT after it had been used in a high school for a certain period. The experimental results indicated that the students who used the DT, especially lower-level students, exhibited improved problem-solving ability and demonstrated a better practical understanding of the subject than students who used printed textbooks.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.241-255
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• 2017

The 4th industrial revolution is coming. In order to prepare for the new learning environment with it, we may need digital mathematics textbooks that fully utilize all possible technologies. So various attempts have been made in elementary and middle school mathematics education. However, despite the importance of higher mathematics, we haven't seen a best possible math digital textbooks yet in Korea. In this paper, we introduce our new model of interactive math digital textbook about Linear Algebra/ Calculus/ Differential Equations/ Statistics/ Engineering Math. Especially, this manuscript focuses on our experience of using digital contents and interactive labs for developing a new model for linear algebra digital textbook. We introduce our works on linear algebra digital textbooks which include pdf e-book, web contents, video clips of lectures, interactive lab. Using this linear algebra digital textbook, students can freely use any mobile devices to access diverse learning materials, lessons, and hands-on exercises without any limitations. Also, times saved in the computation, coding, and typing process can be used to have more discussions for deeper understanding of mathematical concepts. This type of linear algebra digital textbook, which contains all interactive free cyber-lab with codes and all lectures for each sections, can be considered as a new model for the next generation of math digital textbook.

• Journal of Science Education
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• v.42 no.2
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• pp.95-105
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• 2018

The purpose of this study was to develop a digital textbook on 'structure and contraction mechanism of skeletal muscle' with the learning model for biomimicry-based convergence. The unit of 'structure and contraction mechanism of skeletal muscle' is a part of Life Science I in high school. The convergence learning model was designed with three phases of biomimicry-based convergence (Exploration-Design-Implementation) including 3D modeling & printing. The developed digital textbook was composed of 8 sessions which contains the following learning contents : Exploration of skeletal muscle, creative designing of skeletal muscle using sketch application and 3D modeling, convergent implementing of the designed using 3D printing, exploration of muscle contraction, creative designing of muscle contraction using sketch application and 3D modeling, and convergent implementing of the designed using 3D printing. Each session is also involved in the contents of gallery widgets, media widgets, keynote widgets, sketch widgets, the cloud, polling widgets, and review widgets for interactive and mobile learning. After administering the developed digital textbook to 20 high school students, it was shown a positive effectiveness on life science learning for high school students. Moreover, the digital textbook was evaluated as to promote student's abilities on creative designs and implementation related to biomimicry-based convergence. The digital textbook was also shown a favorable response on students' interest and self-directed learning on life science.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.25-39
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• 2008

The purpose of this study is to realize the teaching material, which develops the Model of Watershed Water Environment Education(EE) Textbook, by seeking for a method of the Inquiry with the Perspective of EE and by questing for the contents of watershed water environment necessary for Water EE with the Perspective of EE. First, the value of watershed EE was reilluminated through the literature analysis on the watershed. And 'Inquiry with the Perspective of EE' methodology was newly presented that quests for the contents necessary and proper for EE from the viewpoint of EE. Also, with suggesting it as concept and methodology of 'Inquiry with the Perspective of Watershed EE' by considering the value of EE in Water EE, it presented the content approach direction in the inquiry and the contents of the specific inquiry. Second, through the Inquiry with the Perspective of EE into water environment of the watershed Musim cheon (stream), which is a case region, it allowed the watershed water environment to be able to be synthetically understood. As for a sphere of the inquiry, 5 spheres were sought by taking into account a relation to a human being, as well as the water environment itself of the watershed Musim cheon (stream). Third, Based on the contents of the Inquiry with the Perspective of EE into the watershed Mlisim cheon (stream), 'the Model of Watershed Water EE Textbook' for middle-school students was developed. This model of textbook was selected largely four parts, and was organized with 10 learning objectives and 11 activities.