• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.133-157
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• 2008

This paper is based on theory of Usiskin who defined inclusively the various concepts of algebra among many theories classifying a type of the algebra. For this purpose, we examined the curriculum of the algebra of Korea, America and Japan, then analyzed where the problems in "Letter and Formula" of the textbooks fall under Usiskin's concepts of algebra.

• International journal of advanced smart convergence
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• v.12 no.4
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• pp.260-267
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• 2023

Due to the development of science and technology in the 4th Industrial Revolution, a variety of content is being developed and utilized through educational courses linked to digital textbooks. Students use smart devices to engage in realistic virtual learning experiences, interacting with the content in digital textbooks. However, while many realistic contents offer visual and auditory effects like 3D VR, AR, and holograms, olfactory content that evokes actual sensations has not yet been introduced. Therefore, in this paper, we designed and implemented 4D educational content by adding the sense of smell to existing content. This implemented content was tested in classrooms through a curriculum-based evaluation. Classes taught with olfactory-enhanced content showed a higher percentage of correct answers compared to those using traditional audio-visual materials, indicating improved understanding.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.129-149
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• 2020

This study reports the results of analyzing the learning opportunities about the plane figures provided by the first and second grade mathematics textbooks. The plane figures that students learn during this period are important in that it serves as the basis for the later geometric education. With assumptions that mathematics learning is related to the problem of meaning and that meaning-related activity can be viewed as a symbolic activity, it adopts and uses the perspectives and tools of semiotics to analyze the learning opportunities provided by the mathematics textbook. The analysis of the semiotic process of the textbook activities revealed the significance of learning opportunities and helped to distinguish the seemingly similar learning opportunities. Based on the results of the analysis, I discussed the link between learning opportunities provided by grade 1 and grade 2 mathematics textbooks. Finally, the paper concludes with suggestions and conclusions and suggestions for further research.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.393-407
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• 2009

In this article the definition of similarity and its introduction in Korean middle school textbooks based on the 7th national curriculum are analysed critically. As a result four suggestions are presented. First, on the consideration that the contents related with similarity has been removed in the elementary school curriculum, the meaning of 'constant rate' needs to be understood through the rich experience of drawing enlarged/reduced figures when similarity is introduced in middle school, Second, there are two different ways in enlargement/reduction of figures and in the definition of similarity. Teachers have to keep the limitations of the two ways in mind. Third, the activity of drawing similar figures in enlarged/reduced squared paper needs to be practiced. Last, on 'the relation of similarity' which is in the definition of similarity, it has to be examined whether 'similarity' should be presented in the documents of the national curriculum as a term.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.41-52
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• 2008

In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

• School Mathematics
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• v.18 no.4
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• pp.903-922
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• 2016

This paper examined vocabulary in elementary mathematics textbooks and workbooks for the grade band of 3~4. This study focused on the adequacy of vocabulary using 9-degree of semantic difficulty. The results of this study showed that about three to eight percent of vocabulary with difficulty for students in grades 3~4 was employed. Whereas some difficult vocabularies were used along with the picture that helps students understand their meanings, others were presented without any illustrative tools. The most frequent vocabularies in the main activities of the mathematics textbooks included 'investigate', 'represent', 'number', 'how many', and 'method'. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with vocabulary in instructional materials.

• Journal for History of Mathematics
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• v.31 no.5
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• pp.251-269
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• 2018

Empirical probability and classical probability, which are two interpretations of Kolmogorov's axiom, are two ways to recognize the chances of events occurring in the real world. In this paper, I analyzed and suggested the contents of the high school textbooks ${\ll}$Probability and Statistics${\gg}$, associated with two interpretations of probability and experiments on which two interpretations are based. By presenting the cases required expressly stating what the experiment is for supporting students' understanding of some concepts, it was discussed that stating or not stating what the experiment is should be carefully determined by the educational intent. Especially, I suggested that in the textbooks we contrast the good idea of calculating the ratios of two possibilities in the imaginary world of the classical probability with the normal idea of grasping the chances of events through the frequencies in the real world of the empirical probability, with distinguishing the experiments in two interpretations of probability. I also suggested that in the textbooks we make it clear that the Weak Law of Large Numbers justifies our expectations of the frequencies' reflecting the chances of events occurring in the real world under ideal conditions. Teaching and learning about the aesthetic elements and the practicality of imaginary mathematical thinking supported by these textbooks statements could be one form of Humanities education in mathematics as STEAM education.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.29-48
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• 2019

Previous studies on double scale models, visual models with two different scales (Chong, 2015), have focused on double number line and little research has been conducted on how to employ double scale models in the elementary mathematics textbooks series. Given this, we analyzed the characteristics of double scale models in the Japanese elementary mathematics textbooks in the following aspects: (a) the contents of units where double scale models were used; (b) the purposes of using such models; (c) the types of such models tailored to the contents and grade levels; and (d) the characteristics of problem contexts dealing with the models. The results of this study showed that double scale models were effectively used to connect the contents related to multiplication, specifically for the contexts of ratio. Such models were addressed for students in a systematic and gradual way as the grade levels went up. Based on these results, this paper describes implications on how to use double scale models in mathematics textbooks.

• Journal of Creative Information Culture
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• v.7 no.2
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• pp.111-118
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• 2021

In order to establish the correct direction for the use of digital textbooks in the future, it is necessary to derive implications for improving the domestic digital textbook utilization policy by analyzing the actual conditions of other countries that are already using digital textbooks. Therefore, in this paper, we compared the policies of using digital textbooks in the United States, Canada, Malaysia, and China, and reviewed ways to improve Korea's digital textbook policies. First, each country's digital textbook promotion subject and strategy, scope of use, issuance system, and usage method were compared, and then the implications of each country's digital textbook policy were analyzed. And based on these implications, a plan to improve Korea's digital textbook policy was suggested. It is expected that this will be used as meaningful basic data in preparing policies for the development of digital textbooks in the future.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.