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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Education of Primary School Mathematics
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Volume & Issues
Volume 17, Issue 3 - Dec 2014
Volume 17, Issue 2 - Aug 2014
Volume 17, Issue 1 - Apr 2014
Selecting the target year
The Story of a South Korean Elementary Teacher`s Knowledge of Mathematics Curriculum
Kim, Rina ; Sihn, Hang Gyun ;
Education of Primary School Mathematics, volume 17, issue 3, 2014, Pages 173~188
DOI : 10.7468/jksmec.2014.17.3.173
The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers` instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students` work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers` mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.
An Analysis of Strengths and Weaknesses in the Study of Elementary Mathematics Lessons via Teacher Learning Community
Jin, Sunwoo ; Pang, JeongSuk ;
Education of Primary School Mathematics, volume 17, issue 3, 2014, Pages 189~203
DOI : 10.7468/jksmec.2014.17.3.189
The purpose of this study was to analyze the strengths and weaknesses resulting from a study of elementary mathematics lessons among in-service teachers and to discuss implications for the direction of improvement of the study on elementary mathematics lessons based on teacher learning community. The results of this study showed that the study on elementary mathematics lessons based on teacher learning community improved teacher knowledge related to teaching mathematics, enhanced teacher`s accomplishment and self-esteem, made it possible for participant teachers to teach one another, created atmosphere in which teachers investigated instruction via sustainable and systematic lesson study. However, some limitations were noticed such as regulations by the social norms of the teacher learning community, the influence of an expert teacher, teachers` unprofessional decision making, and lack of systematic evaluation and reflection on lessons. Based on these results, this paper closes with critical implications to enhance teacher learning community.
Analysis of Elementary Mathematics Teaching Material Using Storytelling Based on the Perspective of Constructivism
Lee, Sumin ; Kim, Jinho ;
Education of Primary School Mathematics, volume 17, issue 3, 2014, Pages 205~230
DOI : 10.7468/jksmec.2014.17.3.205
New teaching and learning theory on various aspects about class is needed to implement education which reflects constructivism, ideally. For an ideal learner-centered mathematics class, tangible and intangible elements related to education(view of knowledge, view of leaner, teacher`s role, evaluation, the form of class, learning, teaching material, etc.) should be integrated from a constructive perspective and especially, teaching material has to be premised on that learners have intellectual abilities to construct knowledge themselves, and reflect integrity of knowledge, diversity and others, and contain open attributes. In addition to this, teaching material should have characteristics different from those when objective epistemology applies, so there is a need to analyze whether teaching material has those characteristics. For this, this study compared and analyzed <1. Three-Digit Numbers> which belongs to the domain of numbers and operations out of the units of mathematics(3) textbook of the 2009 revised curriculum for the first and second grade that first introduced story-telling, and <3. Understanding of Place Values> for the second grade of constructive math class used in the U.S.
Didactic Transposition about Unit Usage to Help Recognize Meaning of Calculation Results
Kang, Jeong Gi ; Jeong, Sang Tae ; Roh, Eun Hwan ;
Education of Primary School Mathematics, volume 17, issue 3, 2014, Pages 231~251
DOI : 10.7468/jksmec.2014.17.3.231
The number and units are not apart from each other, especifically units clarifies number. Students often encounters many problems involving units, researcher found that students have difficulty in recognize the meaning of calculation results. These students recognizes units, just presented thing in the problem. And they could not connect units with the meaning of calculation results. With this results, this study researched limitation of pre serviced didactic transposition and found the effectness of using units to recognize the meaning of calculation results. Especially we discussed didactic transposition with permitting probability of unit calculation and suggested implications. So we accented the inevitability of change, and tried to offer substantial help.
An axiomatic analysis on contents about the area of plane figures in the elementary school mathematics
Do, Jong Hoon ; Park, Yun Beom ;
Education of Primary School Mathematics, volume 17, issue 3, 2014, Pages 253~263
DOI : 10.7468/jksmec.2014.17.3.253
In this paper we review an axiomatic definition of the area of plane figures with area axioms, discuss what the area axioms mean, and analyze the contents about the area of plane figures in elementary school mathematics from the view point of area axioms. So we evaluate which aspects of the concept of area are emphasized or deemphasized in the current elementary school mathematics textbook.
Utilization Plan of primary 3-4 grade mathematics textbooks for `Flipped Classroom`
Kim, Soo Cheol ;
Education of Primary School Mathematics, volume 17, issue 3, 2014, Pages 265~276
DOI : 10.7468/jksmec.2014.17.3.265
In this study, we aim to search the utilization plan of primary 3-4 mathematics textbooks for `Flipped Classroom` practice. In the flipped classroom, students are required to manipulate more rigorous concepts, deal with realistic problems and various activities, and discussions. Researcher analyzed the new mathematics textbooks of primary 3-4 grade that is applied 2014. The criteria of analysis was made of the instructional model for `Flipped Classroom` that was set up by previous researcher. To practice the flipped classroom, teachers need to design their classes carefully for using selectively many materials of the textbooks to make students participate discussion in the classroom actively and to consider their interests and levels.
An Analysis of 2009 Revised Elementary First Grade Mathematics Textbooks Based on STEAM-related Subject Contents
Kim, Hae Gyu ;
Education of Primary School Mathematics, volume 17, issue 3, 2014, Pages 277~297
DOI : 10.7468/jksmec.2014.17.3.277
In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary first grade mathematics textbooks. STEAM-related subject contents in the textbooks were examined by unit and by strand of the content in the elementary school mathematics curriculum. According to the results, the number and the type of STEAM-related subject contents are different depending on the unit and the strand of the mathematics content. Generally speaking, in each unit and in each strand of mathematics, storytelling liberal arts-related contents are seen the most, followed by non-storytelling liberal arts-related contents and physical education contents in order, while the number of musical contents was very small. So we need to develop different STEAM materials in order to activate STEAM education in our elementary math classrooms.