백대현 Paek Dae Hyun

DOI:10.7468/jksmec.2026.29.1.1 JANT Vol.29(No.1) 1-15, 2026

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The first and second grade mathematics textbooks, developed under the 2022 revised curriculum, contain instructions including the phrase ‘various methods.’ In this paper, we analyze the activities associated with these instructions from the perspectives of problem-solving strategies and learner-centered instruction. Based on this analysis, we reorganize these activities into learner-centered instructional materials, and propose corresponding educational implications.

옥보명 Ok Bo-myoung , 임재웅 Rim Jaeo-woong

DOI:10.7468/jksmec.2026.29.1.17 JANT Vol.29(No.1) 17-31, 2026

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This study aims to examine the perceptions of parents with children in the lower grades of elementary school regarding public education teaching and learning. To this end, interviews were conducted with 11 parents residing in a newly developed town, and the content was analyzed. The analysis yielded five themes: “I want to know my child's level, not just their rank,” “Pre-school learning is essential,” “Schools lack level-based learning support,” “After-school programs lack connections to math,” and “School math focuses on calculations and problem-solving, while private academies teach critical thinking in math.” Based on these findings, educational and policy implications can be drawn to help parents develop greater trust in public education from the early elementary grades and to mitigate excessive reliance on private tutoring.

조하영 Cho Hayoung , 장혜원 Chang Hyewon

DOI:10.7468/jksmec.2026.29.1.33 JANT Vol.29(No.1) 33-51, 2026

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This study examines how third-grade students understand and represent the meaning of division by posing their own word problems. An analysis of 310 student-generated problems, based on two types of division tasks―one yielding an exact quotient and the other involving a remainder―was conducted to explore the division situations students favor, the real-life contexts they draw upon, and the conceptual errors evident in their representations. The results indicate that students predominantly relied on equal-sharing situations and frequently selected personal, everyday contexts closely related to their lived experiences. Various errors were identified, most notably the omission of the equal-sharing concept and ambiguities in question statements. In addition, tasks involving remainders revealed further difficulties, particularly in appropriately contextualizing the relationship between the quotient and the remainder. These findings provide insight into how young learners construct the concept of division at an early stage of learning and underscore the need for instructional support that strengthens both conceptual understanding and the ability to embed mathematical structures within meaningful contexts.

한채린 Han Chaereen

DOI:10.7468/jksmec.2026.29.1.53 JANT Vol.29(No.1) 53-65, 2026

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This study qualitatively examines elementary students’ fraction work in multiple-representation contexts, focusing on how students determine the whole (1), how they maintain or shift a referent unit across tasks, and how unit coordination operates under a maintained referent unit. Twenty third-grade students in Korea who had completed formal instruction on fractions participated in the study. The students individually solved fraction tasks involving area/shape representations and number-line representations, and their written work was analyzed using a case-based qualitative approach. The analysis showed that in area-based fraction tasks, students demonstrated different types of referent-unit setting, including treating a single shape as the whole, treating the set of presented shapes as the whole, or constructing fraction values without organizing the whole as a quantitative unit. Across area-based and number-line tasks, some students maintained the same referent unit, whereas others shifted the referent unit depending on task type. Maintaining or shifting the referent unit functioned as an important criterion for distinguishing differences in students’ interpretations of fractions across representations. However, even among students who maintained the same referent unit across tasks, qualitatively different patterns emerged in how units were organized during fraction construction. In particular, differences were observed in whether units were coordinated as repeatable units when producing fraction values, especially in situations extending beyond 1. These findings indicate that fraction understanding cannot be sufficiently explained by whether a referent unit is identified or maintained alone, but is structurally differentiated by how units are coordinated during fraction production. By reinterpreting students’ fraction performance from the perspective of unit coordination and quantitative reasoning, this study extends theoretical discussions on fraction concept development and highlights the need to attend to how units are organized and adjusted across multiple representations.

박만구 Park Mangoo , 임미인 Lim Miin , 최인용 Choi Inyong , 김미영 Kim Miyoung , 도주원 Do Joowon

DOI:10.7468/jksmec.2026.29.1.67 JANT Vol.29(No.1) 67-83, 2026

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The purpose of this study was to deeply analyze the fundamental mathematics skills and personal background factors of students with immigrant backgrounds, thereby providing insights for improving their fundamental academic skills and facilitating their school adjustment. For this study, four students (three second graders and one fourth grader) from immigrant backgrounds at two elementary schools in Seoul were interviewed in depth regarding their fundamental academic skills and personal backgrounds. Furthermore, their homeroom teachers and multicultural special education teachers were interviewed to discuss each student's characteristics and fundamental academic skills. These interviews covered language and fundamental academic skills, psychological and social status, home environment and family relationships, peer relationships and school adjustment, and other characteristics and institutional factors. The results revealed a close relationship between the fundamental mathematics skills and personal backgrounds of students with immigrant backgrounds, with complex factors at play. The researchers proposed implications for enhancing the fundamental academic skills of students with immigrant backgrounds and improving their school and interpersonal relationships.

안도연 Ahn Doyeon , 김예진 Kim Yejin , 강다혜 Kang Dahye , 이광호 Lee Kwang-ho

DOI:10.7468/jksmec.2026.29.1.85 JANT Vol.29(No.1) 85-95, 2026

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This study explored how presentation format and learning type in a digital mathematics learning environment are associated with students’ visual attention patterns using eye-tracking data. Twenty-two fourth-grade students participated in tasks presented in either a scrolling-based or a pagination-based format and engaged in both conceptual learning and principle-based learning activities. Visual attention was operationalized using two indicators: the overall fixation-to-dwell time ratio and the proportion of fixations on predefined Areas of Interest (AOIs) representing key explanatory elements. To examine condition effects, linear mixed-effects models were applied. The results showed that presentation format had a significant effect on the overall fixation ratio, reflecting differences in students’ exploratory visual behavior, whereas no significant effect was found on AOI fixation ratios. In contrast, learning type significantly affected AOI fixation ratios, with higher proportions observed in principle-based learning tasks than in conceptual learning tasks. These findings suggest that while presentation format may influence how students organize their visual exploration on digital screens, the allocation of semantic visual attention is more strongly governed by the cognitive structure of the learning task. This study contributes empirical evidence on qualitative differences in visual attention during digital mathematics learning by integrating eye-tracking measures with mixed-effects modeling.

김지영 Kim Jiyoung

DOI:10.7468/jksmec.2026.29.1.97 JANT Vol.29(No.1) 97-120, 2026

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This study qualitatively explores how preservice elementary teachers perceive and interpret students’ non-standard mathematical ideas presented in classroom-based discussion tasks, and how they organize these ideas into instructional explanations within a teacher education context that addresses responsive teaching. In this study, responsive teaching is not treated as a criterion for evaluating instructional performance, but rather as an analytical reference for examining preservice teachers’ pedagogical judgment. Analysis of written responses from 24 preservice elementary teachers, along with in-depth interviews with a subset of participants, revealed that preservice teachers alternated between interpreting students’ ideas as errors requiring correction and maintaining them as starting points for instructional explanations, depending on the mathematical and pedagogical characteristics of the tasks. Furthermore, the process of constructing explanations was characterized by recurring tensions between teacher-centered explanations and explanations that foreground students’ ideas. These findings suggest that responsive teaching should be understood not as a preservice teacher competency or typology, but as an analytical lens for investigating how pedagogical judgment related to interpreting student thinking and organizing explanations is formed and adjusted.

김정원 Kim Jeongwon

DOI:10.7468/jksmec.2026.29.1.121 JANT Vol.29(No.1) 121-139, 2026

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This study aimed to analyze the process of generalizing and justifying correspondence relationships, which are critical activities in functional thinking, and to provide instructional guidance regarding the structure sense. To achieve this, a lesson exploring the correpondence relationships between the components of prisms and pyramids was conducted with 6th-grade elementary school students. The results showed that the students were able to find various correspondence relationships among the components of prisms and pyramids, generalize them, and express them both in equations and in writing. However, in the justification stage of the generalized rules, a large number of students exhibited no response or an acceptance-based reaction, indicating a discrepancy between their performance in generalization and justification. Significantly, some students who identified the spatial and numerical structures performed a formal justification for the generalized correspondence relationships. This suggests that structure sense is a crucial factor in both generalization and justification. Based on these results, this study provides pedagogical implications of developing structure sense for enhancing functional thinking.

전지원 Jeun Jiwon , 방정숙 Pang Jeongsuk

DOI:10.7468/jksmec.2026.29.1.141 JANT Vol.29(No.1) 141-155, 2026

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This study analyzes the gestures used by teachers during lessons on mathematical equivalence for third-grade elementary school students. A three-lesson sequence emphasizing a relational understanding of the equal sign was designed based on the 2022 revised mathematics curriculum and implemented in four classrooms. The lessons focused respectively on emphasizing the equal sign as a relational symbol, treating equations as objects of reasoning, and working with equations containing variables. Data were collected through classroom video recordings, lesson transcripts, and teacher interviews. Gestures were categorized into six main types―pointing, writing, balance, linking, grouping, and back-and-forth―with additional gestures such as symbol, horizontal line, magnitude, and elimination identified during instruction. The results indicate that teachers employed distinct gesture types depending on lesson goals and students’ understanding: balance gestures supported students with operational conceptions, whereas linking and grouping gestures facilitated relational reasoning. These findings highlight the role of gestures as intentional instructional tools that promote algebraic thinking beyond their nonverbal communicative function.

박예진 Park Yejin , 방정숙 Pang Jeongsuk

DOI:10.7468/jksmec.2026.29.1.157 JANT Vol.29(No.1) 157-175, 2026

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In recent years, increasing attention has been paid to the educative features of curriculum resources designed to support teachers’ instructional professionalism. However, empirical studies examining how teacher learning mediated by such resources is reflected in actual classroom enactment remain limited. The purpose of this study is to develop an analytical framework for examining how teacher learning mediated by curriculum resources is enacted during mathematics lesson enactment. Drawing on prior research on teacher knowledge-informed lesson analysis frameworks as a theoretical foundation, an analytical framework was constructed to capture observable instructional decisions and actions in classroom practice, while reflecting the teaching, learning, and assessment orientations of the 2022 revised Korean mathematics curriculum. The initial framework was refined through expert review and iterative code structuring, and the final analytical framework was derived through its application to four Grade 4 mathematics lessons from the units “Multiplication and Division” and “Transformations of Plane Figures”. The resulting framework is expected to serve not only as a tool for analyzing elementary mathematics lessons but also as a means of supporting teachers’ professional development and instructional reflection grounded in the educative features of curriculum resources.