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Kwangho Lee

Korean Elementary School Teachers’ Mathematical Textbook

Use

Korea National University of Education

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The Content

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Introduction• National curriculum

– Elementary school mathematics

• 2007 reformed curriculum textbooks– Reflect the curriculum– Appropriate for curriculum-centered system– Learner centered variety and high quality

Introduction• Have developed high quality textbooks

– 2009: 1,2,7,10 grades

– 2010: 3,4,8,11 grades

– 2011: 5,6,9,12 grades

Why bother?• Making good textbooks ≠ Effective use of

the textbook• Two main factors for implementing the

curriculum– Teacher– Textbooks (Textbook + Workbook)

• Limited research on effective use of mathematical textbooks

So what?• Need to

– Investigate elementary school teachers’ awareness about textbooks

– Study teachers’ textbook use

– Dicuss about effective textbook use

Research Questions• What is the elementary school teachers’

awareness of mathematics textbooks?

• How they use the textbooks?

• What is the specific ways of the effective textbook use?

Theoretical Background• Perspectives on textbook

– Opened perspective• Textbook is a one of the various resources

– Closed perspective• Textbook contents have no error and absolute

authority

Theoretical Background• Perspectives on textbook

– Support teacher profession• Supplemental resources for teachers’ knowlege

and experience• Important method for realizing educational

reform movement

– Constrain teacher profession• Constrain teacher decision making and students’

learning chances

The fundamental direction of making mathematical textbooks

Fundamental Direction Contents

Reflect curriculum

substantially

Reflect for desired human images.

Reflect for each subject curriculum

Adjust curriculum centered

school education

Main educational resources for fulfilling curriculum

Teaching and learning process centered textbooks

Classroom friendly textbooks teachers can participate

Student centered high

quality textbooks

Content raising thinking skills, inquiry, and creativity

Easily understood, enjoyably and useful

Fundamental direction for making mathematics textbook

The

Direction

▪ The textbook for reflecting curriculum

▪ Enjoyable textbook from everyday life phenomenon

▪ Easily understanding contents

▪ Self-directed learning

▪ Develop reasoning, communication, problem solving

▪ Understand worth of mathematics

▪ Positive attitude to mathematics

▪ Proper edition, design adjusting grade level

Structional system of Textbook Unit

The content (Example 3rd)

① Unit name

② Symbolic illustration for the unit

content

The content (Example 3rd) ③ Learning theme: Student centered description

④ Open mind: Showing right situation for Learning theme, think the situation mainly and discuss about what they think

⑤ Activity: Realize the learning theme. Operational, intuitive and abstract activities are showed and discuss about each cases

The content (Example 3rd) ⑥ Page number relate to workbook

⑦ Promise: Mathematically define learning content

⑧ Check and strengthen: students draw a picture or make a sentence with promised sign and vocabulary

⑨ Drill and practice: Problems to drill and practice all learned content

The content (Example 3rd) ⑩ Solve problems: Assess the learned content of a unit showing problems reflected the each lesson content

The content (Example 3rd) ⑪ Inquiry activity: Introduce the methods which is different from the learning content in the unit

The content (Example 3rd) ⑫ Materials: the necessary materials for learning are added on the appendix with page number related with mathematics textbook

Fundamental direction for making mathematics workbook

The

Direction

▪ Reflect curriculum well

▪ Use the knowledge and skills learned through textbook

▪ Easily understand contents, self-directed learning

▪ Teach and learn based on students' abilities and levels

▪ Develop reasoning, communication, problem solving

▪ Understand the worth of mathematics, positive attitude

Structional system of Textbook Unit

The content (Example 3rd) ① The unit name

② The illustration for entering unit: Symbolic cartoon for the unit content

The content (Example 3rd) ③ Before study the each unit 'preparation for learning' is given about 2 pages to check the prior knowledge for learning the unit

The content (Example 3rd) ④ Learning theme: Same with textbook

⑤ Checking: Learning content which was learned from textbook is organized and summarized

⑥ Basic problems: Very basic problems which can be solved intuitively

⑦ Practice the basic: Problems included basic process

The content (Example 3rd) ⑧ The page number relate to the textbook

⑨ Cultivate ability: the problems correspond to more difficult level

The content (Example 3rd) ⑩ Problem solving: Problems are given in each unit to develop problem solving ability

The content (Example 3rd) ⑪ Story yard: History of mathematics or similar story which is adjust to the unit content and can motivate students

The content (Example 3rd) ⑫ Play yard: To raise effective learning with playing, fun games are presented

The content (Example 3rd)⑬ Materials: the necessary materials

for learning are added on the appendix

Design & Methodology• Research design

– Sampled teachers– Surveyed to conjecture the teachers'

disposition and the their view of textbook use

– Interviewed teachers to get insight about their views.

Design & Methodology• Samples

– Use snowball effect– 278 elementary school teachers– Group interviewed with 6 teachers

• Background of the samples– Table 5

Design & Methodology• Data collection

– Survey content• Table 6: function, contribution, using rate, using

time, using ways, restructuring, assisting materials, referring resources, meaning of effective use, ideas about effective use

– Group interview• Teachers’ description and discussion

Results• Teacher awareness about the textbooks

– Function

Results• Teacher awareness about the textbooks

– Function

Results• Constribution on mathematics lessons

Teachers’ textbook use

Textbook use rate of items

Workbook use rate of items

Using time of the textbooks

Way of using the textbook

Way of using the workbook

Teaching and learning method when teachers use the textooks

Textbook reconstruct and frequency

The way of textbook reconstruct

Textbook reconstructing reason

The sources of mathematical knowledge for effective use of the textbook

The teachers’ opinion about the meaning of effective textbook use

ItemResponse

(%)Examples of the representative response

Textbook centered

teaching but teacher

need to reconstruct

46

(28.4)

▪ Depends on the stduetns’ level of understanding and attention, both

the order and content should be reconstructd but students need to

learn all the textbook content.

Extract core elements

and use it without

relying on the textbook

13

(8.0)

▪ Considering classroom environment and students’ learning level,

extract least element, reconstruct and use it.

▪ Do not rely on the textbook content entirely and use it extracting

mathematical element in various situation.

Use it to understand

learning questions and

basic concepts and

principles

13

(8.0)

▪ Use it as a teaching and learning materials for students to

understand mathematical concepts, principles and problem solving

▪ Use it for identifying learning questions and fundamental concepts

and principles

The teachers’ effective use of textbook

ItemStrongly

agreeAgree Neither Disagree

Strongly

disagree

No

responseTotal

Response

(%)

30

(10.8)

122

(43.9)

117

(42.1)

4

(1.4)

0

(0.0)

5

(1.8)

278

(100.0)

Yoon’s textbook use• One of the teaching materials• Reconstructs the textbook

– prepare the lessons for opening– achieve specific purposes– Reach to the learning objectives

• ‘Doing promise’– confirm the definition of mathematical

concepts

Han’s workbook use• Teach and Learn Each Other and

Develop their Abilities

• Use for graded(level based) learning

• Use for performance assessment

Conclusion

• Make the textbook more clearly on directing inquiry process and learning content

• The textbook authors should effort to reflect the mathematical creativity in the textbooks.

• The workbook is used for homework so it should be constructed by considering self-directed learning and graded learning

Conclusion• The teachers need to reconstruct the

textbook to teach.

• The intension of the making textbooks should be announced to the teachers

• The workbook should be able to support all the ways of using strategies.

Comment and questions?