The purpose of this study is to examine the relevance of elementary mathematics textbooks of the 5th, the 6th, and the 7th national curriculum in Korea in the light of the educational implications of J. Piaget's cognitive developmental theory. It is well known that Piaget's cognitive developmental t...
The purpose of this study is to examine the relevance of elementary mathematics textbooks of the 5th, the 6th, and the 7th national curriculum in Korea in the light of the educational implications of J. Piaget's cognitive developmental theory. It is well known that Piaget's cognitive developmental theory is most available to education or schooling. However there were few studies about the direct application of educational implications of Piaget's cognitive developmental theory. And mathematics as a subject is a model case in weighting cognition over emotion, morality, the physical, etc.. Therefore it is significant to examine the relevance of mathematics textbooks in the light of the educational implications of Piaget's cognitive developmental theory. This study tackles on this issue focused on elementary textbooks in the 5th, the 6th, and the 7th national curriculum in Korea. The subjects of analysis are the contents of third, fourth, fifth, and sixth graders' mathematics textbooks in the 5th, the 6th, and the 7th national curriculum in Korea. The criteria of analysis may be classified into the followings: (ⅰ) the autonomy of the learner, (ⅱ) the interaction in the equal level of learners' cognition, (ⅲ) the presentation of teaching materials reflected on individual difference, (ⅳ) the expanding of experience through concrete tools, (ⅴ) the motivation by relevant situations, and (ⅵ) the presentation of problems turning on real experience of learners. The former three criteria may be derived from the general characteristics of Piaget development theory. The latter three may be derived from the characteristics of concrete operational stage corresponding to the age of elementary schooling. The results of this analysis may be summarized as follows. First, the contents of (ⅰ), (ⅱ), (ⅳ), (ⅴ) have been expanded from the 5th, through the 6th, to the 7th national curriculum in elementary mathematics textbooks irrespective of grades. Second, the contents of (ⅲ) have not been found through the 5th, the 6th, and the 7th national curriculum in elementary mathematics textbooks irrespective of grades. Third, according to the number of problems, the contents of (ⅵ) have been varied in three national curricular. The contents of (ⅵ) of the 5th national curriculum are more than those of the 7th national curriculum in elementary mathematics textbooks.
The purpose of this study is to examine the relevance of elementary mathematics textbooks of the 5th, the 6th, and the 7th national curriculum in Korea in the light of the educational implications of J. Piaget's cognitive developmental theory. It is well known that Piaget's cognitive developmental theory is most available to education or schooling. However there were few studies about the direct application of educational implications of Piaget's cognitive developmental theory. And mathematics as a subject is a model case in weighting cognition over emotion, morality, the physical, etc.. Therefore it is significant to examine the relevance of mathematics textbooks in the light of the educational implications of Piaget's cognitive developmental theory. This study tackles on this issue focused on elementary textbooks in the 5th, the 6th, and the 7th national curriculum in Korea. The subjects of analysis are the contents of third, fourth, fifth, and sixth graders' mathematics textbooks in the 5th, the 6th, and the 7th national curriculum in Korea. The criteria of analysis may be classified into the followings: (ⅰ) the autonomy of the learner, (ⅱ) the interaction in the equal level of learners' cognition, (ⅲ) the presentation of teaching materials reflected on individual difference, (ⅳ) the expanding of experience through concrete tools, (ⅴ) the motivation by relevant situations, and (ⅵ) the presentation of problems turning on real experience of learners. The former three criteria may be derived from the general characteristics of Piaget development theory. The latter three may be derived from the characteristics of concrete operational stage corresponding to the age of elementary schooling. The results of this analysis may be summarized as follows. First, the contents of (ⅰ), (ⅱ), (ⅳ), (ⅴ) have been expanded from the 5th, through the 6th, to the 7th national curriculum in elementary mathematics textbooks irrespective of grades. Second, the contents of (ⅲ) have not been found through the 5th, the 6th, and the 7th national curriculum in elementary mathematics textbooks irrespective of grades. Third, according to the number of problems, the contents of (ⅵ) have been varied in three national curricular. The contents of (ⅵ) of the 5th national curriculum are more than those of the 7th national curriculum in elementary mathematics textbooks.
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