• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.61-80
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• 2007

Korea and Japan are close countries having a mutual influence on history and have similar cultural and educational circumstances. The purpose of this study was to compare and analyze the textbooks for elementary school mathematics between Korea and Japan. First, it established the theoretical backgrounds through the precedent research comparing the mathematic textbooks between South Korea and North Korea, Korea and India, Yanbian in China, Japan( Fraction part in numeral field. The Plane Figures). Next, it compared and analyzed two countries'(Korea and Japan) textbooks regarding the structural system and concept of units on the basis of the theoretical research. And it included more specific and detail contents in comparison of Korean with Japanese mathematic textbooks focused on the 5, 6th grade.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.367-385
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• 2004

This study intends to compare the way of introducing fractions in elementary mathematics textbooks of south and those of north Korea. After thorough investigations of the seven differences were identified. First, the mathematics textbooks of south Korea use concrete materials like apples when they introduce equal partition context, while those of north Korea do not use that kind of concrete materials. Second, in the textbooks of south Korea, equal partition of discrete quantities are considered after continuous ones are introduced. This is different from the approach of the north Korean text-books in which both quantities are regarded at the same time. Third, the quantitative fraction which refers to the rational number with unit of measure at the end of it, is hardly used in the textbooks of south. However, the textbooks of north Korea use it as the main representations of fractions. Fourth, in the textbooks of south Korea, vanous activities related to fractions are more emphasized, while in the textbooks of north Korea, various meanings of fractions textbooks from south and north Korea focused on the ways of introducing partition approach and equivalence relation as operational schemes of fractions, the following play an important role before defining fraction. Fifth, the textbooks of south Korea introduce equivalent fractions with number one using number bar, and do not consider the reason why that sort of fractions are regarded. On the contrary, the textbooks of north Korea introduce structural equivalence relation by using various contexts including length measure and volume measure situations. Sixth, whereas real-life contexts are provided for introducing equivalent fractions in the textbooks of south Korea, visual explanations and mathematical representations play an important role in the textbooks of north Korea. Seventh, the means of finding equivalent fractions are provided directly in the textbooks of south Korea, whereas the nature of equivalent fractions and the methods of making equivalent fractions are considered in the textbooks of north Korea.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.558-564
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• 2004

This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.