The Korea Society Of Educational Studies In Mathematics
[ Article ]
Journal of Educational Research in Mathematics - Vol. 30, No. 1, pp.19-37
ISSN: 2288-7733 (Print) 2288-8357 (Online)
Print publication date 28 Feb 2020
Received 04 Jan 2020 Revised 02 Feb 2020 Accepted 06 Feb 2020
DOI: https://doi.org/10.29275/jerm.2020.02.30.1.19

A Study from a Multi-dimensional Curriculum Perspective on Including Concave Polygons in Teaching Polygon Concepts

Do, Joowon* ; Paik, Suckyoon**,
*Teacher, Seoul Banghyun Elementary School dojoowon@hanmail.net
**Professor, Seoul National University of Education sypaik@snue.ac.kr

Correspondence to: Professor, Seoul National University of Education, South Korea, sypaik@snue.ac.kr

Abstract

This study discusses including concave polygons in teaching polygon concepts from the perspective of a series of multi-dimensional curriculum. The elementary mathematics curriculum revised in 2015 as the intended curriculum was compared and analyzed from the primary curriculum to the curriculum revised in 2009. The elementary mathematics textbooks of the curriculum revised in 2015 as written curriculum were compared and analyzed. For elementary school teachers, a survey study was conducted regarding the use and method of concave polygons when teaching polygon concepts as an implemented curriculum. A survey was conducted on elementary students' understanding of polygonal concepts as an accomplished curriculum. As a result, first, in consideration of the developmental characteristics of elementary school students, it is necessary to suggest clear limitations related to the polygon concept map in textbooks which is the intended curriculum and written curriculum. Second, since the teachers' PCK has significant impact on the students' mathematical concept formation, teacher training programs and pre-service teacher education should be strengthened to enable teachers to form accurate PCK on polygonal concepts. Third, teaching polygonal concepts by presenting concave polygons in accordance with the definition of polygons in the written curriculum, which can facilitate students' learning and understanding precise polygonal concepts, prevents the formation of misconceptions.

Keywords:

polygon, concave polygon, curriculum, textbook, PCK

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