Abstract
Multiplication and division can cancel each other's calculation results, and they are in the relationsheep of inverse operations. Division is mathematically defined based on multiplication. This means that division assumes a multiplication structure. It is also possible to explain the inverse operation relationship between multiplication and division in the way that division utilizes the multiplication structure. In particular, when expressed as a multiplicative expression, division corresponds to the problem of finding the number to be multiplied or multiplied with a given product. This is the opposite of the calculation direction of multiplication, and the number to be found can vary depending on the context of division. Based on the analysis of the inverse operation relationship between multiplication and division, the division introduction unit of 11 elementary school textbooks were analyzed. Korea's elementary school mathematics textbooks teach division and division calculation methods based on the context of the inverse operation relationship between multiplication, and the contexs of division. As a result of the textbook analysis, it was found that the textbooks taught the relationship between multiplication and division as the quotient of division could be obtained using the related multiplication formula, and the number to divide the related multiplication formula was fixed as the number to be multiplied. Accordingly, the position of the quotient is at the multiplier in the multiplication expression, and this means that the context of the division is measurement division. As a result of adhering to this division quotient calculation method, problems arise when Korean elementary school mathematics textbooks explain the division calculation process in the context of the equal division system using multiplication formulas, and there are cases where the division quotient calculation method is inappropriate for the multiplication structure. Based on the textbook analysis results, some ideas were proposed to improve the teaching of the relationship between multiplication and division, and division.
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