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identifierYP Y P 0XX T 0 ZAn Opportunity to justification in geometry section of middle school mathematics text book2015P!Y YP!
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l8 1, 2, 3X | P itt, $ P <\ TX X̹ Yt Դ| ` ŵ8 T\ 踴 ǔ t. Yt ŵ8| L <\ T| . tǔ Y@ Ȉ T t $X D t| . YP 2YD <\ T| ĳX 3YD L Ĭ \ ̳Dt Ʌ l1X0(Ec)X D(t ɴ . t| t Ƭ| P!X 8D t . , Y ɔ\ T YP 2YD̹ <\ YP 3YD XՌ ɴ ǔ @ Yt ̈́ T| X X TX ɔ1D h \ <\ x.
2007 P! 2009 P!<\ tǉ L x ɅD ɑX X D <\ T| t0| 0̹ lЌ @ . 췘 x T ( 8x Ʌ l1X0(Ec)X D(@ ɴ . , 2007 Y P! Dt 2009 Y P! x T| \ 8@ JdX D(t ɴ ǔ <\ D (0 T 8 t| 0.;This study is intended to understand how the justification was applied in the mathematics text books of 1st, 2nd, 3rd grades of middle school and to analyze those books by dividing into two categories such as the content description, the examples and the exercises. And then, it will be verified how the teachers are teaching students about the justification through the books and how the students access to the justification activities. The justification activity can be effectively guided in the actual classes with those results. In addition, by comparing both 2007 revised mathematics curriculum and 2009 revised mathematics curriculum with the text book of 2nd grade of middle school which the justification is officially introduced, it can be analyzed whether the new text book reflects new curriculum or not.
In examining the previous studies, most of the them used the analysis tool of Harel and Sowder(1988) as it is or as more segmented. However since it is not enough to show the students how the justification is suggested in the book, the investigation might be divided in two ways in order to see the justification such as one for the teacher explains and the other for the students acts.
The studies of Thompson(2012) and Samuel Otten(2014) have been progressed with the first part that the teacher explained about the text book analysis of the justification referred as the content explanation and with the second part that the students ar mainly active referred as the examples and exercises. However since those were the studies based on the text books of US, it <dis required to re-set the analysis tool that fits to our situation.
Therefore, this study was constructed with content explanation, the analysis tool for the justification of the examples and the analysis tool for the exercises and assigned the topics for studying as follows:
First, how were the issues suggested such as the explanation about the contents of the geometry section in the text book which follows the revised math curriculum in 2009, the opportunity for justification in the content description and in the examples and the opportunity for justification in the exercises?
Second, based on the result from the topic 1, what is the difference between opportunities of each grade for the justification?
Third, what is the difference between the geometry section of 2nd grade of middle school which follows the revised curriculum of 2009 and those for 2007 which were identified through topic 1.
In order to examine three topics, three different sets of math text books 1, 2, 3 grade of middle school which follow the revised curriculum of 2009 and two different sets of text books which follow the revised curriculum in 2007 were selected. In this study, the text books were analyzed by adjusting and re-constructing the analysis tool of Samuel Otten(2014).
In aggregating of the results of analysis of topic 1,2 and 3, The teacher presented with Jem in the content explanation and in the examples but the exercise problems which the students should solve was dealt as Jd in most of the cases. This implies that the students have just formally dealt with justification when solving the exercise problems. It is thought that some students still feel the difficulty for justification. And the justification is introduced in the 2nd grade and the rate for Ec is decreased as it turns back to the calculation-weighted in the 3rd grade. This might be an opportunity to think about the problems in our educational processes. In other words, The justification which is very important in math is dealt in only 2nd grade and significantly decreased in the 3rd grade. This means that the students can not have enough chances to the justification and don't realize the importance of the justification.
There was not much changes in transition from the revision of 2007 to 2009 even though it was expected to be the justification from the experienced knowledges and to stop the just formal proof. However the rate of Ec which is related to the formally justification is decreasing.
Thus, it is expected to have changes in near future as the issue for the formal justification is decreasing in the revised math curriculum in 2009 comparing to the revised math curriculum in 2007 and the rate of Jd is decreasing.~http://dspace.ewha.ac.kr/handle/2015.oak/212838;
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