박주경 Park Jukyung , 여승현 Yeo Sheunghyun

DOI: JANT Vol.62(No.4) 457-471, 2023

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Measurement is an imperative content area of early elementary mathematics, but it is reported that students’ understanding of units in measurement situations is insufficient despite its importance. Therefore, this study examined lower-grade elementary students’ quantitative reasoning of units in length measurement by identifying the levels of reasoning of units. For this purpose, we collected and analyzed the responses of second-grade elementary school students who engaged in a set of length measurement tasks using an open number line in terms of unitizing, iterating, and partitioning. As a result of the study, we categorized students’ quantitative reasoning of unit levels into four levels: Iterating unit one, Iterating a given unit, Relating units, and Transforming units. The most prevalent level was Relating units, which is the level of recognizing relationships between units to measure length. Each level was illustrated with distinct features and examples of unit reasoning. Based on the results of this study, a personalized plan to the level of unit reasoning of students is required, and the need for additional guidance or the use of customized interventions for students with incomplete unit reasoning skills is necessary.

이동근 Lee Donggun

DOI: JANT Vol.62(No.4) 473-490, 2023

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Previous studies from domestic and abroad are accumulating information on how to reason students’ continuous changes through teaching experiments. These studies deal with scenes in which students who make ‘smooth reasoning’ and ‘chunky reasoning’ construct mathematical results together in teaching experiments. However, in order to analyze their results in more detail, it is necessary to check what kind of results a student reasoning in a specific way constructs for the tasks of previous studies. According to the need for these studies, the researcher conducted a total of 14 teaching experiments on one first-year high school student who was found to make ‘chunky reasoning’. In this study, it was possible to observe a scene in which a student who makes ‘chunky reasoning’ constructs an output similar to ‘a mathematical result constructed by students with various reasoning methods(smooth reasnoning or chunky reasoning) in previous studies.’ In particular, the student who participated in this study observed a consistent construction method of constructing the function of ‘time-speed’ from the function of ‘time-distance’. The researcher expected that information on this student’s distinctive construction methods would be helpful for subsequent studies.

김홍겸 Kim Hong-kyeom , 고호경 Ko Ho Kyoung

DOI: JANT Vol.62(No.4) 491-513, 2023

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High achievement in mathematics is a very complex process in which various factors such as cognitive factors, affective factors, and social and environmental factors work respectively and complementary. A number of previous studies conducted so far have shown that there are certain factors affecting math learning and these factors have positive or negative effects on it. However, these studies were conducted with limited variables and it was not possible to present a comprehensive analysis of what would be necessary to get good achievements in mathematics learning. Therefore, in this study, we analyzed the process of experience of students who experienced success in mathematics learning using the analysis method of the grounded theory. In addition, the collected data was analyzed to explain the process of leading to the successful experience in mathematics learning. As a result of the analysis, it was revealed that students form their identity as successful learners through the processes of ‘new phase stage’, ‘experience accumulation stage’, ‘stand-up stage’, and ‘maintenance effort stage’. Through this study, we were able to get implications for what actions are needed to experience success in math learning by looking at the process of the experience what interviewees have gone through.

박지현 Park Ji Hyun , 성지현 Sung Ji Hyun

DOI: JANT Vol.62(No.4) 515-529, 2023

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The purpose of this study is to analyze teachers’ understanding of the number and operations area of grades 3 to 6 in elementary school mathematics curriculum and to derive implications for improving teachers’ understanding of the mathematics curriculum. To this end, elementary school teachers were asked to develop items to evaluate curriculum achievement standards at each grade level, and then the teachers’ understanding of the curriculum was examined based on the collected items. As a result of the study, there was a misinterpretation of the achievement standards in approximately 25% of the questions collected. Typically, cases where the content covered by each grade was confused when using textbooks as a standard, or cases where the difference between the content covered by the two achievement standards could not be completely distinguished were found.

방정숙 Pang Jeongsuk , 오민영 Oh Minyoung , 박예진 Park Yejin

DOI: JANT Vol.62(No.4) 531-549, 2023

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Despite the significance of mathematics teacher guidebooks as a support for teacher learning, there are few studies that address how elementary mathematics teacher guidebooks support teacher learning. The purpose of this study was to analyze the educative features of elementary mathematics teacher guidebooks for grades 3 and 4. For this, six units from each of ten kinds of teacher guidebooks were analyzed in terms of seven dimensions of Teacher Learning Opportunities in Korean Mathematics Curriculum Materials (TLO-KMath). The results of this study showed that mathematics content knowledge for teaching was richly provided and well organized. Teacher guidebooks provided teacher knowledge to anticipate and understand student errors and misconceptions, but were not enough. Sample dialogues between a teacher and students were offered in the teacher guidebooks, making it easier for teachers to identify the overall lesson flow and key points of classroom discourse. Formative assessment was emphasized in the teacher guidebooks, including lesson-specific student responses and their concomitant feedback examples per main activity. Supplementary activities and worksheets were provided, but it lacked rationales for differentiated instruction in mathematics. Teacher knowledge of manipulative materials and technology use in mathematics was provided only in specific units and was generally insufficient. Teacher knowledge in building a mathematical community was mainly provided in terms of mathematical competency, mathematical classroom culture, and motivation. This paper finally presented implications for improving teacher guidebooks to actively support teacher learning.

김리나 Kim Leena , 방정숙 Pang Jeongsuk

DOI: JANT Vol.62(No.4) 551-567, 2023

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Even and odd numbers are taught in elementary school mathematics, but the introductory activities, definitions, and properties of sum on even and odd numbers vary depending on which grade they are presented. The purpose of this study was to compare and analyze the activities related to even and odd numbers presented in Korean mathematics textbooks developed under the different curriculum revisions, and to further analyze the related activities in foreign textbooks to draw implications for the teaching of even and odd numbers. In Korean textbooks, from the time of the fourth mathematics curriculum until the 2007 revision, even and odd numbers were covered in the multiples and divisors unit of the fifth grade textbook, while since the 2009 revision, the first grade textbook has covered the topic along with teaching numbers up to 50 or 100. In addition, the definitions of even and odd numbers varied depending on the grade level and the nature of the unit being taught, and activities addressing the properties of sum were only presented in the mathematics textbook under the third curriculum along with a few mathematics workbooks. In foreign textbooks, even and odd numbers were introduced in Grades 1, 2, or 5, and their related activities varied accordingly. Based on these findings, this study discusses the implications for the teaching of even and odd numbers.