No abstract

No abstract

In order to enhance students' mathematical problem solving competency, the 2015 revised mathematics curriculum emphasized problem posing as a sub-factor of problem solving competency. In this study, we analyzed task types of problem posing in the 3rd and 4th grade mathematics authorized textbooks and students' responses to the representative types of problem posing task. As the results of analysis, even though they are the same lesson units, the number and types of problem posing tasks in the units varied by publishers, and there are differences in students' responses to each type. From the results of this study, some implications for constructing problem posing tasks in elementary mathematics textbook and teaching problem posing were suggested.

The purpose of this study is to analyze the alignment between main lessons and unit assessments in elementary school mathematics textbooks, and to derive meaningful implications for writing the unit assessments of mathematics textbooks. To do these, we investigated the related research, and from the viewpoints of contents and representations analyzed the alignment between main lessons and unit assessments of mathematics textbooks for the first and second graders in Korea since the 5th national curriculum. As a result of the analysis, there were many cases where alignment did not hold properly. To be more concrete, the learning contents that were not covered by the unit assessment, the contents of unit assessments that were not covered by the lesson, and the different representations between the main lessons and the unit assessments were extracted. From the discussion based on the results of analysis, several implications were drawn for composing the unit assessments of elementary school mathematics textbooks.

The purpose of this study is to explore the application of the ‘elementary mathematics supporting system using artificial intelligence(AI)’ to support students' mathematics learning. To achieve this goal, literature reviews, classroom observations, and in-depth interview with teachers are applied to derive pedagogical implications. Based on the results, the following four types of teaching and learning models and scenarios were developed: guidance on functions, understanding of number concepts, exploring the principle of computation, and practicing the mathematical concepts and principles. The developed models and scenarios were applied to 43 elementary school teachers. Based on the results of the survey for teachers, we elaborated teaching and learning models and scenarios, and derived implications for the effective application of the ‘elementary mathematics supporting system using artificial intelligence(AI)’.