This study aims to analyze the patterns in which mathematical content from the curriculum is addressed in elementary school social studies and science textbooks and to identify the interconnections between the subjects. For this purpose, two types of social studies and science textbooks for grades 5~6 were analyzed to determine whether the timing and content of the mathematical concepts used align with the mathematics curriculum. The analysis revealed that most of the mathematical concepts used in the social studies and science textbooks for grades 5~6 were first introduced in the mathematics curriculum and then applied in the other subjects (interconnection). However, there were cases (retrogression) where mathematical concepts such as coordinates and negative numbers were used in social studies and science earlier than when they were taught in mathematics. Additionally, there were instances (modification-advanced) where terms that did not align with the definitions in the mathematics curriculum were used, or advanced concepts were applied. These retrogression or modification-advanced concepts can hinder the role of mathematics as a tool subject for other subjects. Based on the findings, it is necessary to provide guidelines for the definitions and application scope of mathematical concepts in the mathematics curriculum, specify the timing and content of common learning content across subjects in the curriculum or teachers’ guide, and conduct a systematic review by mathematics curriculum experts when developing social studies and science textbooks.
Park et al. (Fri,) studied this question.
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