강윤지 Kang Yunji

DOI:10.7468/jksmec.2025.28.2.59 JANT Vol.28(No.2) 59-78, 2025

Keyword:

---

The effective teaching of polygon areas in elementary mathematics education is crucial for enhancing students' foundational mathematical skills. This study analyzes the sequence and methods used to teach polygon areas in elementary mathematics textbooks from the 2007 revised curriculum to the 2015 revised curriculum. The analysis reveals a consistent approach in calculating the areas of rectangles, parallelograms, and triangles, confirming that this structured method helps students gradually progress to more complex shapes. In contrast, variations in the order of teaching rhombuses and trapezoids were observed across different textbooks. Additionally, the process of calculating the area of a polygon involved transformations and divisions into various shapes, leveraging previously learned area calculation methods. Based on this analysis, implications for textbook development and instructional design are discussed.

김래영 Kim Rae Yeong

DOI:10.7468/jksmec.2025.28.2.79 JANT Vol.28(No.2) 79-94, 2025

Keyword:

---

This study examined the developmental trajectory of mathematics academic performance among elementary students with learning difficulties and explored the influence of early school adjustment on these changes. A latent growth model (LGM) was employed using data from the 8th to 13th waves of the Panel Study on Korean Children (PSKC). The findings indicated that students’ mathematics performance followed a nonlinear upward trajectory, with noticeable stagnation or decline occurring in the 4th and 6th grades. Persistent difficulties were observed in specific areas, including multiplication and division, fractions and decimals, and the measurement domain, with these challenges extending across multiple grade levels. Among the subdomains of school adjustment, both school life adjustment and academic adjustment in the first grade positively influenced the initial level of mathematics performance. However, teacher adjustment showed a negative effect on the initial level but a positive effect on the growth rates, suggesting that relationships with teachers may play an important role in supporting long-term academic improvement among students with learning difficulties.