A Comparative Study on Unit and Lesson Frameworks and Learning Contents of Elementary School Mathematics Textbooks between South Korea and North Korea with Focus on 1st, 2nd and 3rd Grade

2018 ◽  
Vol 28 (3) ◽  
pp. 367-394 ◽  
Author(s):  
Hwayoung LEE ◽  
Miin LIM ◽  
Juchang KIM ◽  
Hwanchul LEE
Keyword(s):  
Elementary School ◽  
South Korea ◽  
Comparative Study ◽  
North Korea ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Elementary School Mathematics ◽  
3Rd Grade

Of fractions, fractional numerals, and fractional numbers

1974 ◽  
Vol 21 (5) ◽  
pp. 442-444
Author(s):  
Hunter Ballew
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Elementary School Mathematics ◽  
Fractional Numbers

Some elementary school mathematics textbooks differentiate between fractions and fractional numerals; others differentiate between fractions and fractional numbers. In the former case a fraction is considered a number, and in the latter case a fraction is considered a numeral.

Using research in teaching: Open sentences: some instructional considerations from research

1972 ◽  
Vol 19 (7) ◽  
pp. 595-599
Author(s):  
Douglas A. Grouws
Keyword(s):  
Elementary School ◽  
School Mathematics ◽  
Equality Sign ◽  
Mathematics Textbooks ◽  
Elementary School Mathematics

Open sentences such as 21 + N = 59, 9 + N = 17, 18 − N = 9, and so on, occur regularly in elementary school mathematics textbooks. Children learn to solve sentences such as 9 + 6 = N and 38 − 19 = N, where the placeholder is by itself on one side of the equality sign, much earlier than open sentences where the placeholder is in a different position such as 14 − N = 8 or N + 17 = 56. Children's performance is not easily predicted when open sentences of the latter forms are involved. For example, it is not clear which, if any, of the open sentences 24 + N = 58, N + 24 = 58, 58 − N = 24, or N − 24 = 34 children have the most difficulty solving. Which would you predict?

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