• School Mathematics
• /
• v.15 no.4
• /
• pp.759-783
• /
• 2013

Both curriculum and textbooks play an important role in the process of didactical transposition from mathematics as a science to school mathematics. The 2009 revised national curriculum for mathematics introduced the system of grade-band, so its achievement criteria for mathematical contents tend to be addressed more and less generally in the curriculum. We need to investigate whether the achievement criteria were applied meaningfully in elementary textbooks for mathematics. This study aims to recognize the connection between the curriculum and the textbooks and make a suggestion for composing the following curriculum and its textbooks. To do this, we analyzed the mathematics textbooks for 1~2 grades in relation to the mathematical contents as per reconstructed one of curriculum achievement criteria, the mathematical terms and symbols, and the mathematical processes -mathematical problem solving, mathematical reasoning, mathematical communication. Based this analysis, futhermore, this study includes some didactical discussions and implications for development of mathematics textbooks in 3~4 and 5~6 grade-bands.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.1
• /
• pp.163-192
• /
• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.1
• /
• pp.19-37
• /
• 2018

In this study, the actual state of teaching seven extensive quantities (time, length, capacity, weight, area, angle measure, volume) of measurement domain are analyzed comparatively between the 2015 revised elementary school mathematics curriculum in Korea and the 2017 revised elementary school mathematics curriculum in Japan in terms of comparison in measurement, direct measurement, indirect measurement, and estimation in measurement. From the results of this comparative analysis, some implications for discussion on the development of the next elementary school mathematics textbook and the next elementary mathematics curriculum can be suggested. First, it is necessary to discuss on clarifying the range of handling of comparison, direct measurement, indirect measurement, estimation of seven extensive quantities respectively. Second, it is necessary to discuss on doing direct comparison when intuitive comparison is difficult. Third, it is necessary to discuss on reconsidering indirect comparison of weights. Fourth, it is necessary to discuss on reconsidering measurement using arbitrary units in case of angular measures. Fifth, it is necessary to discuss on dealing with estimating the area of $1cm^2$ and $1m^2$ and the volume of $1cm^3$ and $1m^3$ for the purpose to make rough guesses their size respectively.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.1
• /
• pp.1-21
• /
• 2010

This paper analyzed the contents and instructional methods of various plane figures presented mainly in a series of elementary mathematics textbooks on the basis of the analysis of related contents in the 2007 revised national mathematics curriculum. As such, this paper provided detailed analyses of how textbooks would implement the vision and intention of the curriculum, how the definition of each plane figure in the textbooks might be different from its mathematical definition, and how textbooks would introduce each plane figure. It is expected that the issues and suggestions stemming from this analysis will be informative in designing new instructional materials.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.411-431
• /
• 2022

In this paper, implications for future curriculum compilation were sought by analyzing the process and results of compiling books for elementary school mathematics textbooks government published according to the 2015 revised curriculum. The 2015 revised elementary mathematics textbooks government published was operated with a systematic compilation system so that academia and school field experts across the country could demonstrate their expertise. As improvements in content, the unit and time to strengthen basic computational skills were increased, and the mathematical concept and principle introduction method and algorithm presentation method were improved, and the internal connection between contents was strengthened. The learning period was adjusted, such as moving and arranging contents that are difficult for students to understand to the upper semester or the upper grade. In the 1st and 2nd graders, the amount of reading was drastically reduced to suit the students' level of Korean, and sentences and vocabulary were improved, and instructions were briefly revised. As for editing and design improvements, illustrations of each unit's introduction and contextual pictures were presented in detail, and the characters in the textbook were consistently presented across all grades, giving children characters a role to actively participate in learning in the textbook. In the process of compiling, the media, the National Assembly, and civic groups raised opinions that sentences and vocabulary in first-year textbooks are more difficult than students' level of Hangeul education, that reducing textbooks makes it difficult for students to understand. Accordingly, efforts to improve textbook compilation and the results were viewed. Through the overall analysis as above, for future compilation of state-authored textbooks and certified textbooks, a plan to improve textbook compilation for students and teachers and a plan to operate compilation was proposed.

• Journal of Educational Research in Mathematics
• /
• v.21 no.1
• /
• pp.1-16
• /
• 2011

This study is to review division of whole numbers which is dealt in the revised elementary mathematics textbook and manual for teacher. The textbook and manual for teachers are most important documents to teach mathematics. And they are important to the would-be teachers who study the elementary mathematics with such documents. Therefore the textbook and manual for teachers should have no errors. But I found they have some errors and problems regarding division of whole numbers. In this paper, I discuss the problems and suggest the alternative plans.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.2
• /
• pp.263-289
• /
• 2017

New mathematics textbooks for elementary school students are under development according to the 2015 national revised curriculum. Not only contents but also framework of textbooks may be interesting to the mathematics educators and researchers. Considering the high dependency on textbooks in elementary classrooms, the influence of the framework of textbooks in mathematics learning cannot be overlooked. The unit and lesson frameworks of the textbook are important because they are directly related to the quality of mathematic lessons, especially when teachers make a lesson plan based on the unit and lesson frameworks of the textbook. This study is to analyse the unit and lesson frameworks of elementary school mathematics textbooks and to find out elementary school teachers' preference about its analysed key points. For longitudinal analysis, we selected 3rd-grade mathematics textbooks of 5th, 6th, 7th, the 2007, and the 2009 national revised curriculums. For horizontal analysis, we selected 3rd-grade mathematics textbooks of Korea, Japan, United States and Finland. We compared unit and lesson frameworks of various textbooks, and abstracted key elements of the textbook frameworks, and constructed survey questions. Looking at results from survey questions based on analysed key points, we were able to grasp the teachers' preference for unit and lesson frameworks for mathematics textbook. Based on the results of this study, some implications for the development of framework for new mathematics textbooks are suggested.

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.3
• /
• pp.221-240
• /
• 2018

In this study, we focus on the classifying and representing data in the elementary mathematics curriculum for 1st and 2nd grades which have been rarely addressed in the previous studies. We analyze the significance of classifying and representing sata in terms of statistical problem solving and variability as the core of statistical literacy. As a result, the classifying and representing data are important for students to recognize the variability which is ubiquitous in the data and to construct distribution of data, respectively. They are reflected in the 2015 revised mathematics curriculum as the statistical literacy for addressing data. We suggest some implications to teach the classifying and representing data as the practice of statistical literacy education in their statistics classes for 1st and 2nd grades.

• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.217-235
• /
• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• Journal of Elementary Mathematics Education in Korea
• /
• v.7 no.1
• /
• pp.87-94
• /
• 2003

The purpose of this paper was to review NCTM's Principles and Standards for School Mathematics, which is an updated version of the Curriculum and Evaluation Standards for School Mathematics (1989). With releasing the previous version, NCTM has affected mathematics education in other countries as well as in the United States. The Principles and Standards for School Mathematics was revised in line with current technology and requirement of students, who will live in the 21st century. However, many mathematics teachers and educators do not know about the contents of this new version even though most of them already know what the version is about. In this paper, the author addressed the contents of the version with his personal opinions and suggested some lessons from the version.