Since 2016, Finland has been implementing programming education in elementary school mathematics. This study analyzed Finnish first and second grade elementary mathematics textbooks and tutorials that reflected programming education. Previous studies on programming were analyzed to extract mathematical elements for programming instruction, and based on the extracted sequence, rules, selection, variables, possibilities, logic elements, functions, and algorithm, the contents of elementary mathematics textbooks in Finland were analyzed. As a result of the analysis, in Finnish mathematics textbooks, activities suitable for programming learning were evenly presented by utilizing all content elements as a whole, and a separate lesson for programming was also organized. In addition, the basic content of programming suitable for the student level was presented mathematically, and the level was changed and presented as the grade level went up. Looking at each element, activities for variables and logic elements accounted for a large part, and students were provided with opportunities to learn various mathematical elements related to programming during the first and second grades of elementary school. Based on these results, this study is expected to provide significant resources for applying programming to mathematics education in Korea.
The purpose of this study is to explore whether the korean curriculum promotes students' ability to interpret and solve application problems related to definite integral and their teaching and learning methods. To this end, based on previous studies on students' perception of definite integral, conceptual resources expected to be constructed after learning definite integral were derived, and based on the 2015 revised curriculum achievement standards and applied textbooks, we analyzed what kind of conceptual resources the curriculum is related to students. As a result, the conceptual resources activated by students who have learned definite integral are 'sum of rectangular areas', 'sum of line segments', 'width of figure', and 'difference of indefinite integral function value', of which 'sum of rectangular areas' resources are useful in solving application problems related to definite integral. As a result of analyzing the 2015 revision of the mathematics curriculum related to definite integrals and textbooks applying them, this curriculum does not provide enough opportunities for students to develop their ability to solve application problems related to definite integrals. In order to do this, additional teaching and learning strategies were needed at the school site level.
The purpose of this study is to predict changes in the mathematics area of the College Scholastic Ability Test(CSAT) following the introduction of the 2022 revised mathematics curriculum and to seek educational implications for mathematical evaluation. To this end, the contents of the 2022 and 2023 CSAT items, where the 2015 revised mathematics curriculum was applied, were analyzed based on the 2022 revised mathematics curriculum. The results of this study are as follows. First of all, in the 2022 revised mathematics curriculum, the number of elective subjects increased significantly compared to the 2015 revised mathematics curriculum, and the content area between subjects was reorganized and the achievement standards for each content area were changed. Second, changes in curriculum terms and preferences have been confirmed to cause changes in various details, such as changes in terms available in the CSAT, as well as changes in the content area, evaluation goals, and complexity of item calculation. Third, it was confirmed that some of the CSAT items under the 2015 revised mathematics curriculum may weaken the evaluation factors or limit the evaluation of mathematical thinking of related concepts due to changes in the 2022 revised mathematics curriculum. This study is significant in that it could be useful data for the 2028 CSAT by reviewing changes in the application of the 2022 revised mathematics curriculum and presenting factors to be considered in the evaluation of high school mathematics education.
This study aims to explore the direction of elementary mathematics teaching and learning to support the development of spatial sense. For this purpose, tasks in elementary mathematics textbooks dealing with spatial sense were analyzed from the perspectives of spatial sense and levels of cognitive demands. The results showed that Korean textbooks provided tasks related to mental rotation, mental transformation, mental dimensional transformation, and positional sense in terms of spatial sense, and PNC, PWC, and DM tasks in terms of the levels of cognitive demands. In order to explore the direction of teaching and learning related to the spatial sense of three-dimensional shapes, we analyzed publicly available teaching and learning materials from IREM in France as an example of a task with distinctive features from the Korean textbooks tasks. Based on this analysis and discussion, implications were drawn for the direction of elementary mathematics teaching and learning that supports the development of spatial sense in terms of task development, curriculum, and teaching and learning methods.
The purpose of this study is to explore in what ways students' understanding of the equal sign affects their understanding of equation-structure and equation-solving. For this purpose, a questionnaire of the equal sign was developed, and a total of 450 students from the 20 fourth-grade classes were selected as research participants. Based on the results, we categorized students' understanding of the equal sign into three groups: sameness, answer, and substitution, and compared and contrasted their answer rates and solution strategies in equation-structure and equation-solving items. The overall results showed that the students of substitution, sameness, and answer were more successful in solving items and could employ more relational strategies. We also analyzed students' written definitions of the equal sign and found a need to refine them. Based on these findings, we discuss implications for how to address and teach the equal sign to elementary school students.
