Elementary Mathematics Curriculum Research Articles

Analysis of performance verbs on achievement standard in number and operations area of revised elementary mathematics curriculum from 2007 to 2022

Analysis of performance verbs on achievement standard in number and operations area of revised elementary mathematics curriculum from 2007 to 2022

Bloom의 신교육목표분류학에 기반한 2022 개정 초등수학 교육과정의 성취기준에 포함된 수행동사의 분석

This study classified performance verbs that appeared in the achievement standards of the 2022 revised elementary mathematics curriculum based on Bloom’s taxonomy of educational objectives. The results of this study are as follows. First, the total number of achievement standards is 121. And the number of performance verbs included in these achievement standards was 171. Second, the number of performance verbs for each grade group was in the order of understand and speak in the 1st and 2nd grade groups. And in the 3rd to 4th grade group, the order is understand, explain and calculate. In the 5th and 6th grade group, the number of performance verbs was in the order of understand and know. Third, in all grade groups, the number of topics was in the order of understand, application, and memory. It was found that understanding was more concentrated than the others.

Comparing the integration of programming and computational thinking into Danish and Swedish elementary mathematics curriculum resources

Computational thinking has become part of the mathematics curriculum in several countries. This has led recently available teaching resources to explicitly integrate computational thinking (CT). In this paper, we investigate and compare how curriculum resources developed in Denmark — digital teaching modules — and Sweden — printed mathematics textbooks — have incorporated CT in mathematics for grades 1–6 (age 7–12). Specifically, we identify and compare the CT and mathematical concepts, actions, and combinations in tasks within these resources. Our analysis reveals that Danish tasks are oriented toward CT concepts related to data, actions related to programming, and mathematical concepts within statistics. This is different from Swedish tasks, which are oriented toward CT concepts related to instructions and commands, actions related to following stepwise procedures, and mathematical concepts related to patterns. Moreover, what is most dominant in one country is almost or completely absent in the other. We conclude the paper by contrasting these two approaches with existing knowledge on computational thinking in school mathematics.

Literasi Statistik Dalam Pembelajaran Matematika SD Melalui Kurikulum 2013

This research aims to investigate the implementation of statistical literacy at the elementary schools level within the mathematics curriculum. Statistical literacy is a essential skill that enables students to understand, analyze, and interpret data and information critically. In an era where information and data are abundant, having statistical literacy skills has become increasingly relevant and crucial for developing students' understanding of the world, which involves various data-based information. This study uses a qualitative approach by analyzing government regulation documents concerning the mathematics curriculum used at the elementary school level. The results of the research indicate that statistical literacy has not been fully integrated effectively into the elementary school mathematics curriculum. While there have been some efforts to incorporate statistical concepts into mathematics learning, there are still challenges in teaching data analysis skills and interpreting statistical information more deeply.

데이터 리터러시 관점에서 초등 수학과 성취기준 및 교과서 문제의 비구조성(ill-structured) 비교분석

Objectives The purposes of this study were to analyze the achievement standards of elementary mathematics and curriculum in each country from the perspective of data literacy, compare and analyze the problem of ill-structured in math textbooks, and present the direction of future curriculum and textbook development.
 Methods To analyze the elementary mathematics curriculum standards in Korea, the United States, Japan, and India from a data literacy perspective, components of data literacy was selected and analyzed with a focus on whether the standards in each country's curriculum reflect the content of the components. After categorizing the standards, to analyze the cognitive level of the standards, the level of the standards is compared by the mathematics cognitive domain, which is an indicator for the development of the TIMSS 2019 assessment, and the problems ill-structured of in each country are examined in terms of realism, complexity, and openness.
 Results Compared to other countries, Korea did not deal with various aspects of data literacy in the curriculum standards, and showed a low proportion in the cognitive domain that requires high-dimensional thinking. The problems of ill-structured in textbook were practical in that it mimics the real situation and provides descriptions and information about the situation, but complexity and openness were relatively not revealed, confirming the need to develop meaningful textbook problems for learners in the future.
 Conclusions In the curriculum, it is necessary to emphasize various aspects and high-dimensional thinking on the perspectives and components of data literacy and to be guided in connection with ‘data ethics’. Mathematics textbooks should be able to utilize high-dimensional thinking skills through ill-structured status and aspects of practicality, complexity, and openness need to be systematically presented. Pre-service teachers and teachers also suggested that the development of training and programs to foster data literacy capabilities, cultivate background knowledge on ill-structured status, and support teaching and learning design be conducted as follow-up studies.

초등수학과 교육과정과 연계한 인공지능 수학 융합 교육프로그램 개발

본 연구의 목적은 인공지능 교육의 부족한 시수에 대한 보완 방안으로 초등수학과 교육과정에 맞춘 인공지능 융합 교육프로그램을 개발하는 것이다. 이를 위해 인공 지능 교육과 교과 교육을 융합한 다양한 선행연구를 분석하고 프로그램 개발의 방 향을 설정하였다. 그리고 현행 2015 초등수학과 교육과정의 3~4학년군 성취기준을 단원별로 분석하고 적용할 수 있는 인공지능 관련 개념을 추출하여 연결하였다. 이 를 바탕으로 초등학교 4학년 수학 교과의 10개의 단원에서 총 20개의 성취기준을 적용한 10차시의 초등수학 인공지능 융합 교육프로그램을 개발하였다. 이 프로그램 에 대하여 현직 교사의 전문가 집단 12명이 개발 프로그램의 타당도와 현장 적용 성을 검증하였다. 결론으로, 초등수학과 교육과정의 단원별 성취기준과 인공지능 개념의 연결이 가능하며, 이를 바탕으로 개발한 인공지능 수학 융합 교육프로그램 에 대한 타당성 및 현장 적용성을 확보하였다. 그리고 개발 프로그램을 실제 교육 현장에 적용하여 효과성을 확인할 필요가 있고, 다양한 교수·학습 활동 자료 및 교사를 위한 안내 자료의 개발과 다양한 학년에 적용할 수 있는 프로그램 개발을 제언하였다.

우리나라 초등학교 수학에서 그림그래프 지도에 대한 고찰과 개선 방안 탐색

This study tried to analyze the problems by critically examining how the pictographs are taught for statistical literacy education in the Korean elementary school mathematics curriculum. First, I analyzed pictographs presented from the 4th mathematics curriculum to 2015 revised curriculum of Korea, in order to find the pedagogical goals of the pictographs in the elementary school mathematics textbooks. In addition, I derived some implications for teaching of pictographs by analyzing the shape of the pictographs in Australia, Singapore, and MiC mathematics textbooks. As a result, pictographs were taught for enhancing algebraic thinking in Korea by combining different sizes of pictures based on the power of 10 units. However, in other countries, the shape of pictographs were chosen based on the comprehension of the unit idea with the aim of developing the statistical literacy required to interpret the various pictographs found in daily life. For the teaching of pictographs for statistical literacy education, it is suggested to use the pictographs with only one size of pictures representing units and various units represented by pictures that are not powers of 10 in the elementary school mathematics curriculum.

Assessment Practices of Teachers Implementing the Philippines and Singapore Elementary Mathematics Curriculum

Assessment Practices of Teachers Implementing the Philippines and Singapore Elementary Mathematics Curriculum

Development and Application of Convergence Education about a Support Vector Machines for Elementary Learners

This paper proposes an artificial intelligence (AI) convergence education program that teaches the concept and principles of support vector machines (SVM). It was applied to elementary school students to check the effectiveness of education. The developed program describes the decision boundaries and margins of the SVM through the distance between the vertical and parallel lines of the elementary mathematics curriculum. The SVM education program was piloted to 18 3rd graders and 16 5th graders. Students' reactions were observed during classes, and learning output and self-evaluation results were analyzed after the classes. As a result, most students intuitively inferred the location of the trails, which represents the decision boundary. At this time, the overall activity performance accuracy of fifth-grade learners was higher, and the rate of reasonable inference on the principle of setting was also higher. The completion of the fourth-grade math curriculum also affected the students’ understanding. However, in the self-evaluation of the understanding of learning content, contrary to the actual comprehension, the average value was higher in the third grade. This was because middle-grade learners had a greater tendency to feel satisfaction and achievement when they newly learned about the unfamiliar AI principle. However, higher-grade learners presented more meaningful post-class. The novelty of this paper can be found in that it attempted to educate the SVM for elementary learners. In the future, it is necessary to apply the program to a larger number of learners, supplement and develop the program and contribute to the AI principles education for elementary school students. Keywords: support vector machines, artificial intelligence education, convergence education, elementary education, artificial intelligence algorithm. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.75

A Comparison of Mathematics Teacher Training and Elementary Mathematics Curricula in Finland, South Korea and Türkiye

A Comparison of Mathematics Teacher Training and Elementary Mathematics Curricula in Finland, South Korea and Türkiye

Analysis of instruction content and instruction method of circular constant by elementary mathematics curriculum: from the 1st curriculum to the 2015 revised curriculum

목적 본 연구에서는 1차 교육과정부터 2015 개정 교육과정까지 초등 수학 교과서에서 원주율의 지도 내용과 지도 방법을 분석하였다. 방법 본 연구에서는 1차 교육과정부터 2015 개정 교육과정까지 초등 수학 교과서에 제시된 원주율의 지도 내용과 지도 방법을 비교분석하기 위해 선행연구를 토대로 분석 초점을 원주율의 지도 내용, 원주율의 속성, 원주율의 계산 방법 측면으로 구분하고 분석하였다. 결과 원주율 속성의 경우 측정 속성은 모든 교육과정에서 명시적으로 다루었으나 비율 속성, 상수 속성, 몫 속성, 무한 속성은 교육과정별로 차이를 보였다. 원주율 계산 방법의 경우 경험적 추측과 기하적 근사 방법이 다루어졌으나 교육과정별로 차이를 보였다. 결론 원주율의 지도와 관련하여 논의의 초점은 세 가지(원주율의 어림 지도, 원주율의 속성 제시 방법, 원주율을 도출하는 방법)로 구분할 수 있었다.

Pendampingan Pengembangan Bahan Ajar Program IbM Komunitas Ibu Belajar Matematika

This assistance is one of the stages of the community service program carried out by a group of lecturers. This program is in the form of training and mentoring for the mother community to learn Mathematics. Referring to the results of PISA in 2009 that the ability of Indonesian students in general is poor in solving math problems. Most students think that Mathematics is difficult to learn and lack of parental support to help students learn. The purpose of this assistance is to prepare Mathematics learning books. This study material book was prepared as a guidebook for the implementation of the IbM Community Mathematics Learning Mothers Community training and mentoring program in elementary schools which was carried out for approximately one semester. With this textbook, it is hoped that Mathematics will no longer be a scary subject for students, especially at the elementary school level, but will become an easy, fun, and enjoyable lesson. The results of the mentoring are in the form of teaching materials consisting of 40 essential topics in the elementary school Mathematics Curriculum. The structure of learning materials for each topic begins with concepts, sample questions, exercises, discussions, and answer keys. The textbook is ready to be used for the program.

4.SINIF GEOMETRİK ŞEKİLLER KONUSU BAŞARI TESTİ GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

The validity and reliability analysis of developing a test for the fourth-grade mathematics curriculum's geometric shapes was described in this study. For this purpose, the elementary school fourth-grade mathematics curriculum (2018) was reviewed, the gains related to "Geometric Shapes" was listed, and a table of indicators was prepared. Based on this table, 21 multiple-choice and 5 open-ended items were created. After getting the experts’ opinions, the items were placed in the test according to difficulty level and test's appearance validity. A period of 40 minutes has been set for the implementation of the test. The test was administered one-on-one to 8 students from the 4th grade who already studied the subject to demonstrate test items' power to measure the intended properties and understandability. The students were asked to answer the questions by thinking aloud, and the test was revised accordingly. For the test's actual implementation, 203 students attending primary schools (4th grade) in the Altıeylül district of Balıkesir province in the 2017-2018 academic year were selected by random sampling method. The results of the test were analyzed with the R program. Item difficulty, item discrimination index, reliability, and construct validity analysis were performed with tetrachoric factor analysis. Five items with an item difficulty index less than 0.19 and two items with an item discrimination index below zero were removed from the test. Besides, six items with item discrimination between 0 and 0.19 were revised and included in the test. As a result, the 19-question final test consisting of 16 multiple-choice and 3 open-ended questions, was created. While calculating the Kuder Richardson-20 (KR-20) statistics, a manual calculation was performed using the R program. The KR-20 value was found to be 0.68. The answering time of the test was set as 30 minutes. The validity and reliability analysis results showed that the test could be used as a valid and reliable test on the 4th Grade Mathematics course's geometric shapes subject.

An Evaluation of Mathematical Tasks Designed by Pre-Service Teachers Within the Framework of Task Design Principles

It is important to support pre-service teachers in terms of mathematical task design so as to increase the success of their future teaching. The purpose of this study was to evaluate mathematical tasks designed by pre-service primary and elementary mathematics teachers within the framework of task design principles. For this purpose, a total of 43 tasks corresponding to the learning objectives in primary and elementary school mathematics curriculum were examined through content analysis. Results revealed that pre-service teachers have considered aim of task, classroom organization, students’ prior knowledge and multiple start point principles for all or most of their tasks; measurement and evaluation principle for almost half of their task; and instruction for using materials and student’s misconceptions and difficulties principles for very few of their tasks. This study can provide teacher educators with a guideline for improving their programs to support pre-service teachers in terms of mathematical task design.

The Cultural Production of Racial Narratives About Asian Americans in Mathematics

Although considerable literature illustrates how students’ experiences and identities are racialized in mathematics education, little attention has been given to Asian American students. Employing ethnographic methods, this study followed 10 immigrant Chinese-heritage families to explore how the racial narrative of the model minority myth was locally produced in mathematics education. We draw on constructs of racial narratives and cultural production to identify the local production of the narrative Asians are smart and good at math during K–12 schooling. Specifically, the Asian American students (re)produced racial narratives related to three cultural resources: (a) Their immigrant parents’ narratives about the U.S. elementary school mathematics curriculum; (b) the school mathematics student tracking system; and (c) students’ locally generated racial narratives about what being Asian means.

طبیعة حل المشکلات الریاضیة اللفظیة فی مناهج الریاضیات للمرحلة الابتدائیة بالمملکة العربیة السعودیة وسنغافورة وبریطانیا والولایات المتحدة الأمریکیة (دراسة مقارنة)

هدفت الدراسة إلى التعرف على طبيعة حل المشکلات الرياضية اللفظية في مناهج الرياضيات للمرحلة الابتدائية بالمملکة العربية السعودية ومقارنتها بمناهج رياضيات سنغافورة وبريطانيا والولايات المتحدة الأمريکية، وذلک للتعرف على نوع المشکلات الرياضية وطريقة صياغتها وأماکن تمرکزها بمنهج رياضيات الصف الأول ابتدائي، والتعرف على عدد خطوات حلها واستراتيجياتها والمجالات الرياضية التي تکررت فيها، وتم استخدام المنهج الوصفي من خلال أسلوب تحليل المحتوى، وأظهرت النتائج تفوق کل من دولة سنغافورة وبريطانيا على المملکة العربية السعودية، و أظهرت النتائج بالنسبة لمناهج المملکة العربية السعودية وجود مشکلات رياضية روتينية فقط تم صياغتها بشکل لفظي في معظمها، وتباينت في أماکن تمرکزها بين وجودها بشکل مدمج بالدروس أو استقلالها في درس أو استخدامها کتقويم، واعتمادها على استراتيجيات حل مناسبة للصف الأول الابتدائي، إلا أنه توجد مشکلات تم استخدام عدة خطوات بحلها بدلا من خطوة واحدة أو خطوتين، کما أظهرت النتائج الترکيز في المشکلات الرياضية اللفظية على مجال الأعداد بنسبة تفوق مجال الهندسة، في عدم تواجد لمجال الإحصاء والبيانات. وتوصي الدراسة في ضوء هذه النتائج بالتنويع في المشکلات الرياضية في کتب الرياضيات بالصف الأول ابتدائي من خلال تضمين مشاکل غير روتينية لإثارة التفکير لدى التلاميذ، وصياغتها بطريقة مناسبة، والبعد عن الحشو، والترکيز على الخطوة الواحدة في حل المشکلات الرياضية، وتضمين مجال الإحصاء والبيانات کمشکلات رياضية بسيطة، کما تقترح الدراسة، تحليل محتوى کتب الرياضيات للتعرف على طبيعة المشکلات الرياضية بالمراحل الابتدائية الأخرى ومقارنتها مع الدول الأخرى. The study aims to expose the nature of solving verbal mathematical problems in mathematics curricula for the elementary stage in the Kingdom of Saudi Arabia and compare them with the mathematics curricula in Singapore, Britain and the United States of America; so as to determine the type of mathematical problems, their formulation methods and their scopes in the first-grade elementary mathematics curriculum; and to identify the number of steps needed to solve them, their strategies, and the mathematical areas in which they were repeated. The descriptive approach was applied through the content analysis method. The results reflected the superiority of both Singapore and Britain over the Kingdom of Saudi Arabia. The results also reflected that for the curricula of the Kingdom of Saudi Arabia there are only routine mathematical problems that were formulated verbally for the most part with varying scopes whether being integrated in lesson, independent as a lesson or used as an assessment; They relied on solving strategies suitable for the first grade of elementary school, nonetheless there are problems in which several steps were used to solve them instead of one step. The results also reflected that the focus in verbal mathematical problems on the area of numbers is more than in the area of geometry, in the absence of statistics and data areas. In light of these results, the study recommends the diversification of mathematical problems in mathematics books for the first grade of elementary school by including non-routine problems to stimulate thinking among pupils, appropriate formulation, keeping away from unnecessary prolongation, focus on one step in solving mathematical problems, and inclusion of the area of statistics and data as simple mathematical problems; the study also suggests, the analysis of the mathematics books content to identify the nature of mathematical problems in other elementary stages and compare them with other countries.

INVESTIGATION OF ELEMENTARY SCHOOL TEACHER CANDIDATES’ CONTENT KNOWLEDGE IN MATHEMATICS

This study aims to examine elementary school teacher candidates’ content knowledge competencies in mathematics. The study was conducted by using both qualitative and quantitative research design models. The participants of the study consisted of 100 elementary school teacher candidates. The study consisted of three phases. In the first phase, the participants were asked to fill out the Teacher Candidates Professional Competencies Scale. Then, 15 groups were created for cooperation. Each group was asked to design a lesson for second graders about “addition” by considering the objectives in the elementary school mathematics curriculum. In the second phase of the study, those activities were reviewed by elementary school teachers. Each teacher received only one lesson plan. After reviewing them, they were asked to apply them in their classrooms. At the end of this phase, the teachers were asked to write a report about the lesson plans they received. This process lasted three weeks. In the third phase, the teacher candidates revised their lesson plans based on the teacher reviews. In addition, in order to determine the professional competence levels of pre-service teachers, teacher candidates' perceptions of their professional competencies level scale was used. The data was examined in the context of self-efficacy in professional competencies. As a result, teacher education programs must be re-structured in order to support students’ inadequacies in terms of professional competencies. Keywords: Elementary school teacher candidates, professional competencies in mathematics, constructive approach

Examining Bridges in Mathematics and Differential Effects Among English Language Learners

Determining the effectiveness of core mathematics curricula is foundational to evidence-based practice. Examining effectiveness heterogeneity is also crucial to better understanding mathematics achievement among English language learners (ELLs). In this study, we used a quasi-experimental design (difference-in-differences) to examine the impact of a standards-based elementary mathematics curriculum (Bridges in Mathematics) on fifth graders’ annual gains in mathematics achievement in a large midwestern school district compared to the district’s prior curriculum (Investigations). We also investigated whether the effect of Bridges varied across English language proficiency (ELP) levels of ELLs. Students in schools that implemented Bridges (n = 1,839) showed significantly greater mathematics gains compared to those receiving the prior curriculum (n = 3,354; g = 0.25 in change score standard deviations). This effect did not vary significantly across ELP levels. Limitations of this study as well as implications for research and practice with core curricula are discussed. Impact Statement We used a quasi-experimental design to investigate the effect of the Bridges in Mathematics curriculum on student mathematics achievement gains in fifth grade in a large, urban school district. Students who received the curriculum grew measurably more on mathematics scores from the fall to spring of fifth grade than students who received the previous curriculum. English language learners with heterogenous English language proficiency levels and English-proficient peers benefited similarly from the curriculum.

Features of teaching combinatorial elements in primary school mathematics

This article discusses the methods of solving and explaining problems related to the elements of combinatory that are newly introduced into the elementary mathematics curriculum and the teaching methods need to be studied. Solving such problems allows students their knowledge of the problem itself. The decision-making process requires the search for several different solutions. In addition, training aimed at solving combinatorial issues will help develop the quality of thinking, such as variability. Calculation is always carried out according to some properties of objects and is directly related to the activity of classification of objects.

A study on the plane figures of elementary school in the view of transformation geometry

One of the main purposes of geometry learning is the classification of shapes. Thus the activity of classifying shapes from a geometric symmetry (invariant) point of view has sufficient educational significance from Klein's point of view. The concept of translation, line symmetry, and rotational symmetry is introduced as part of activities to raise spatial sense in the current elementary school mathematics curriculum. The above three transformations are basic activities in the concept of congruence. But the current mathematics curriculum tends to deal with three basic concepts and congruence regardless of whether they are related. In fact, three activities and congruent concepts for developing spatial senses was introduced in different the grade-band for each other. In this paper, we shall classify triangles and quadrilaterals from the viewpoint of a symmetry breaking