A Discussion from a Multi-dimensional Curriculum Perspective on the Unknown Representation in Elementary School Mathematics

Abstract

This study discussed the representation method of unknowns from the perspective of multi-dimensional curriculum. For this, The elementary mathematics curriculum revised in 2015 as the intended curriculum was compared and analyzed from the 7th curriculum to the curriculum revised in 2009. The mathematics textbooks of 5th and 6th grade of curriculum revised in 2015 as the written curriculum were compared and analyzed with the 5th and 6th grade textbooks for each curriculum. For elementary school teachers, a survey study was conducted regarding the representation method of teaching unknown concepts as an implemented curriculum. A survey was conducted on elementary students' understanding of the unknown concepts as an accomplished curriculum. As a result, first, it is necessary to actively discuss the representation method of unknowns so that early algebra education can be effectively performed in the upper grades of elementary school. Second, when introducing unknown concepts, it is necessary to consider a step-by-step instructional method of using character symbols in elementary school, in order to help understand the concept using shape symbols and ultimately to connect with secondary mathematics. Third, in terms of strengthening the connection between elementary mathematics and secondary mathematics, early algebra education in elementary schools linked to full-scale algebra education in secondary schools can be pursued through the introducing the unknown representation method using character symbols in the 5th grade and 6th grade of elementary school mathematics.

xploring Opportunities to Develop Algebraic Thinking Presented in Elementary Mathematics

“…Researchers attribute this to the limited use of letter symbols in Korean elementary mathematics textbooks, as most variables presented in the Korean textbooks were square symbol □ that also represents results or answers to the problems. In fact, in Korean elementary mathematics textbooks, the time for the first introduction of letter symbol x varies according to the curriculum: the fifth grade in the 6th textbooks, the seventh grade in the 7th textbooks, and the sixth grade in the 2007 and 2009 revised textbooks (Kim & Kim, 2013;Do & Paik, 2020).…”

“…Rather than focusing on the transformational aspects of formal algebra, early algebra gives students opportunities to engage in age-appropriate forms of algebraic reasoning that build early algebra (e.g., Choi, 2012;Ha & Lee, 2011, Lim & Chang, 2019; studies that analyzed Korean elementary mathematics textbooks focusing on number operations, arithmetic properties, teaching methods of patterns, or unknown representation (e.g., Chang, 2017;Do & Paik, 2020;Pang & Choi, 2011;Pang & Sunwoo, 2016).…”