• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.39-64
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• 2005

The purpose of this study is to transform questions in the 7th curriculum to open-ended problems and exam students' attitude towards open-ended problems. Research questions in this thesis are as follows: First, to transform questions in the 7th curriculum to open-ended problems and apply to a class in the fourth grade D elementary school. Second, to find how students respond to learning mathematics with open-ended problems. As a result of this study, the following are identified. First, the students showed positive reactions towards learning mathematics with open-ended problems. Those experience with open-ended problems make student solve mathematics problems with interest and confidence. Second, both good and bad students in the math class show interest and concentration toward open-ended problem. But a few students show less interest towards those problems. Third, through discussion about problem-solving with open-ended problems, students take part in math class actively and show respect one another. Fourth, especially students show more interest and confidence towards the open-ended problems transformed from mathematics textbook and like the constructive open-ended problems.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.179-200
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• 2005

In this article, we compared and analyzed the Korean 7th National Mathematics textbooks and Harcourt Math textbooks in America focused on the area of geometry for the elementary school students. We expect that this article would contribute to the elementary school teacher for the reorganization of the elementary school mathematics curriculums.

• School Mathematics
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• v.6 no.1
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• pp.1-19
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• 2004

Recently, we have been listening such a words, that is, the crisis of public education through the mass communication such as newspaper or broadcasting. This means that we didn't have an enough opportunity to think it over about good education programme which the education of school can be normalized or the design of curriculum in the current problems such as overcrowded class, teacher and poor finance which is not still solved. As we know, it is true that the older generation is familiar with the rote learning which was under the control of behaviorism for about three hundred years. Fortunately, The 7th curriculum which had made public by the ministry of education on 30 Dec. 1997 have changed so many things such as real life based or activity based and so on. But it still leaves something to be desired in reflecting the demand of teachers of field. Taking into account this real situation, I have wondered how they run curriculum and how math learning programme of lower grade is different with ours in New Zealand, etc and so I had tried to find some suggestive points through the comparison of curriculum and text between Korea and New Zealand. But, if we want to compare all the strands of curriculum between two countries, it is too global and so in this paper, we deal with only number and operations(number), measurement, figure(geometry), equation and patter(algebra), probability and statistics(statistics) which are dealt with more comparatively in the lower grade of primary school. Because the main purpose of this paper is a comparison and analysis of the curriculum and math learning program of the lower grade in the primary school between two countries and so we compare global characteristics of education system and curriculum between two countries, at first and then we dealt with the very core part of the content of New Zealand curriculum within the ranges of level 1, 2 and 3 and global characteristics of learning program simultaneously.

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

• The Journal of the Korea Contents Association
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• v.8 no.1
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• pp.116-127
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• 2008

In the $7^{th}$ education curriculum, computer education curriculum in the elementary and secondary schools is composited into the contents for the use of computers so that there are some limitations in teaching students the abilities for solving various problems of several areas using computers. Recently, the research has done to change the computer education curriculum for enhancing creativity and problem solving ability required by the future education. The contents of the main subject for enhancing them is of computer programming, however, there was not enough research on systematic programming education curriculum for leading to motivating learners and enhanced knowledge transfer to those learners. In this paper, we analysis the contents mathematics education curriculum with consecutive contents and in tight connection with computer education and then extract its programming related elements. Based on those, we propose a programming education curriculum with which we can teach systematically computer programing according to continual and systematic guidance in the elementary and secondary schools. And we develop a teaching model and learning guidance for teaching students programming methods with the computer programming education curriculum proposed in this paper.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.353-370
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• 2012

Since the 7th revision of national mathematics curriculum, it has been recommended that the concept of function be introduced based on the dependent relation between variables. The 2009 revision of national mathematics curriculum shares this way of conceptualizing function. In this context, this study analyzes the effect of this revision of the mathematics curriculum on middle school students' conceptualization of function. To be specific, this study investigates the characteristics of students' conceptualization of function through task-based in-depth interviews. It also investigates how teachers introduce function through interview. The analysis show that the middle school students had a lack of understanding about dependent relation in function. The teachers also had difficulties in teaching concept of function based on dependent relation. In the conclusion, this study makes some suggestions for teaching the function in middle school classes.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.37-53
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• 2001

This paper tries to find out about organizational and managemental aspect of Korean curriculum through a comparison between Korea's 7th elementary mathematics curriculum and that of Japan's elementary mathematics curriculum, which will start in m2 through researching various literatures. The main characteristic of this elementary mathematics curriculum is that Korea has organized a teaming program that tended to individual differences, and focused on student-centered activities and communication based on constructivism. On the other hand, Japan reduced learning contents a lot by running 5-schooldays a week so that 80% of teaching time can be spent to help the students master mathematical contents of the textbook. This leaves 20％ of teaching time to be used for improving mathematical thinking power as a foundation of creativity through mathematical activities. Korea's teaching time spent for elementary mathematics is about 80％ of Japan's, which is also less than that of other country's. Less time in teaming mathematics will lead to decrease in teaming ability. Therefore, there is a need for increased teaching time in mathematics. Korea's revision of curriculum is about 5 years which is often compared to that of Japan's 10 years. Frequent revising is good in that it reflects the social demand, but it can cause much confusion and problems in accepting and applying its program in a real classroom setting, which is why it needs to be looked at again. The direction, objective and assesment of revision fits the demands of international trends and essentials of mathematics. Japan puts its emphasis on learning through repetition and Korea puts its emphasis on problem solving and communication. Regarding assesment, both Korea and Japan is looking for ways to find various assessing ways which will focus on mathematical process rather than the mathematical results, and also will put emphasis on criterion-directed assesment to measure goal achievements. However Japan emphasize on using report cards of assesment to help mathematics learning.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.445-459
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• 2005

Statistics education is considered within the mathematics curriculum and, thus, can be integrated into other areas of mathematics. However, statistical concepts and thinking skills have to be considered as very different from those of other areas. It is possible to make statistics more meaningful for the learner by making definitions or explanations of concepts in textbooks more clear and consistent. In 'Math I' and 'Probability & Statistics' of the 7th curriculum, the definitions of sample standard deviation are different, which might confuse students. In this study, firstly, some issues relevant to sample standard deviation concept are discussed through the analysis in terms of didactical situation and curriculum. Secondly, the characteristics of sample standard deviation concept as a scholarly knowledge are examined. Finally, the characteristics of didactic transposition of sample standard deviation concept in Japanese, American, and British textbooks are investigated and some suggestions are elicited.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.431-450
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• 2011

Formative assessment is considered one of the effective strategies for teaching and learning mathematics. But it seems that there are few systematic researches which cover the process of practicing formative assessment in a class and providing feedback to the students. This study adopts CRESST Formative Assessment Program as a prototype. After some modifications of it to suit our educational system, this study analyzes the effectiveness of applying that program to the 7th grade level-differentiated math classes. Afterwards, this study tries to draw some significant educational discussions and implications for improving teaching and learning mathematics.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.99-121
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• 2009

This study analyzed the difficulty trend of item which are common with TIMSS 1999, 2003, 2007 and are released since TIMSS 2007. The results show that the 7th curriculum has positive effects on the students' achievement in the domain such as spatial sense of rotation, ratio proportion percent, pattern, calculation of decimal numbers, concept of angle, area of triangle, and qualitative approach to graph. And the results leaved the consideration for the process of scoring, teaching method of statistical probability concept, and making table as a problem solving method.