The purpose of this study is to examine the perceptions of elementary school teachers and the conditions within which they teach. This study is expected to contribute to the preparation for the new technology demands of our rapidly changing society and the recent changes made to the 2015 Revised National Curriculum aimed at Fostering Creative-Convergence Human Resources in Korea. It is primarily expected to contribute to the application of the Science, Technology, Engineering, Arts and Mathematics (STEAM) education and Math-Focused STEAM education. For this purpose, we surveyed 273 teachers of 24 public schools in Seoul and Gyunggido area. The results showed that teachers recognized 'convergence' in STEAM education either as an 'integrated approach' in which specific subjects or topics are taught together or as a 'convergent approach' to teach together and further to a new one. In addition, positive responses were shown towards Math-Focused STEAM education in terms of its effectiveness on the education and needs of the students. The most significant problem in terms of the school environment was the lack of preparation time provided, materials, and educational resources. This study is expected to support the increased application of Math-Focused STEAM education in the field, and thus to expand the knowledge embodied in the subject of mathematics.

This study aimed to identify learners' level of number sense and arithmetic ability in solving fractional problems using area and vertical line models, and to derive specific implications for teaching fraction. We analyzed responses from 227 sixth-graders attending 11 elementary schools in each of the 11 education support offices in Seoul to the number sense and arithmetic ability test paper developed based on the three-fraction representations of area models, structured vertical-line models, and empty vertical-line models. The results confirmed that the mean and incorrect answers by question, errors which habitually mistook the entire model for 1, without checking the entire given model in a range larger than 1, occurred frequently. Additionally, there were cases of problems being solved mechanically without using models. The meaning and use of the fractional model should be explicitly presented in teaching and learning situations, and opportunities to access fractional representation in various forms and ranges should be provided. It is also necessary to offer learners opportunities to implement problem-solving strategies on their own, based on representations, so as to promote their number sense and arithmetic abilities.