• Communications of Mathematical Education
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• v.27 no.3
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• pp.249-266
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• 2013

The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.375-399
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• 2005

In this article, I identified many points of commonness and differences at)feared in the fraction units of three conspicuous textbooks -McLellan, MiC and Korea. After that, 1 evaluated these results with reference to more general didactics on which each text-book is based. A background theory of Mc-Lellan's textbook was Dewey's experientialism, and that of MiC was Freudenthal's realistic mathematics education. Through this study, I have reached the fact that these three textbooks could not exhibit the phenomenological wholeness of fraction. Driven by measuring number model which is very abstractive, McLellan's text-book is disregarding the lower level context. MiC textbook, driven by real context, is ignoring higher level model which is close to rational number concept. From an excess of formulation and practice of algorithm, Korea's textbook is overlooking the real context. It is necessary that a textbook which would display the phenomenological wholeness of fraction is developed.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.541-554
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• 2013

Recently, storytelling was emphasized in mathematics education for students to have interest in mathematics and active attitude about the mathematics. Storytelling can provide a meaningful mathematical context that motivates children to learning mathematics actively. And also, the power of storytelling for engaging children in mathematics learning was evident in the many research. According to this trend, the new mathematics textbook applying storytelling was developed. Already this textbook applying storytelling was used in grade 1-2 in 2013. Grade 3-4 will use this new textbook in 2014 and grade 5-6 will use new textbook in 2015. This study reviewed the mathematics educational meaning of storytelling and discussed the educational rationale of introducing the storytelling in mathematics education, and offered practical teaching method for applying storytelling in mathematics instruction.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.297-312
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• 2022

Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.

• The Mathematical Education
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• v.61 no.3
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• pp.457-476
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• 2022

Mathematics textbooks as the main resources to support mathematical teaching and learning are used importantly in Korean lessons. Although the scope of mathematics textbook research has been expanded and the research has increased, few studies have analyzed the overall trends of mathematics textbook research in Korea. This study analyzes the overall trends of textbook research on 418 papers pertinent to mathematics textbooks published in domestic mathematics education journals. The results of this study showed that the proportion of textbook analysis research was the highest, followed by textbook use and textbook development research in order. There were more textbook studies at the elementary school level than at the middle or high school levels. Regarding textbook analysis studies, the most frequent topic was to analyze how specific mathematical concepts were presented in textbooks. Regarding textbook use studies, many studies asked both teachers and students to review the appropriateness of textbooks under development or analyzed the perception and use of specific activities of textbooks based on a survey. Regarding textbook development studies, the most popular topics included the directions and examples of new development, such as storytelling-based or electronic textbooks. This paper finally presented implications for textbook research in light of the domestic mathematics education context and the international mathematics textbook research trends.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.179-203
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• 2013

The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.

• The Mathematical Education
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• v.52 no.2
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• pp.217-230
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• 2013

This study attempts to propose the construction of textbook contents of fraction division and to suggest a method to strengthen the connection among problem context, manipulation activities and symbols by proposing an algorithm of dividing fractions based on problem contexts. As showing the suitable algorithm to problem context, it is able to understand meaningfully that the algorithm of fractions division is that of multiplication of a reciprocal. It also shows how to deal with remainder in the division of fractions. The results of this study are expected to make a meaningful contribution to textbook development for primary students.

• School Mathematics
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• v.17 no.3
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• pp.493-513
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• 2015

This study is based on the perspective that tasks in local and global contexts are important to raise students' ability to mathematically analyze and solve diverse phenomena and social issues as members of future civil society. Therefore, this study analyzes 880 real world tasks from 13 types of 7th grade textbook based on 2009 revised Curriculum. As a result of analyzing tasks by using 3 types of context category and 9 types of ways as analysis framework and allowing repetitive coding, personal context was most frequent in the context of Younbokhap. In level of Integrated ways of Yungbokhap, sequential model in which other subjects' topics were not directly related to mathematics problem or presented in simple description is most frequent. The result shows that the textbooks are too limited to develop learner's competencies. Through such analysis result, we discuss about the necessity and methods of developing tasks which allow learners to study further in future society and global context and which connect other subjects' knowledge and social issue with mathematics in deeper level.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.221-248
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• 2013

Among five types of the model textbook based on storytelling, the type of 'Inquiry into history of Mathematics' focuses on adapting the logic of mathematical discovery to the organization of mathematical contents. It enables students to recognize that mathematics has been developed by human needs and creativity while they are engaged in the story about knowledge formation. Moreover the textbook offers the context in which students are able to understand mathematical insights and logics hidden in the subject matter, so that they can reinvent and develop mathematical knowledge. In this study, we found the principles for development of the textbook based on storytelling for 'Inquiry into History of Mathematics' by analyzing the chapter about 'Complex number and Quadratic Equations' of the model textbook. The chapter was implemented in classroom environment and students' understanding of the subject matter and their perception on the textbook based on storytelling were surveyed before and after the implementation. The results showed the possibilities of adapting the textbook based on storytelling and we suggested some implications for further development.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.353-374
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• 2016

Communication is one of 6 core competencies suggested newly in mathematics curriculum revised in 2015 in Korea. Also, it's importance has been emphasized through NCTM and CCSSI. By the subject of Mathematics in Context(MiC) textbook, this study planned to explore the communication elements according to the types of communication such as discourse, representation, operation. Namely, this study dealt with 316 questions in a total of 34 tasks relevant to function content in the MiC textbook, and this study explored the communication elements on the questions of each task. To accomplish this, this study first of all was to reconstruct and establish an analytic framework, on the basis of 'D.R.O.C type' of communication developed by Kim & Pang in 2010. In addition, based on the achievement standards of function domain in mathematics curriculum revised in 2015 in Korea, this study basically compared with the function content included in MiC textbook and Korean mathematics curriculum document. Also, it tried to explore the distribution of communication elements according to the types of communication.