Comparison and Analysis of the Introduction Section on Division in Korean and Japanese Elementary School Textbooks

This study aims to compare and analyze the structure and instructional approaches of division introduction units in elementary school mathematics textbooks of Korea and Japan. For this purpose, two Korean textbooks based on the 2015 revised curriculum and one Japanese textbook were analyzed, focusing on unit structure, methods for introducing division and division expression, the relationship between multiplication and division, and division quotient calculation methods. The analysis revealed that Korean textbooks structurally connect partitive and measurement division, enabling students to understand the relationship between multiplication and division and to learn quotient calculation through multiplication tables of the divisor. Korean textbooks emphasize a quotient calculation method using multiplication expressions limited to the measurement context, where the quotient serves as the multiplier and the divisor as the multiplicand. In contrast, Japanese textbooks guide students to intuitively distinguish partitive and measurement division through contextual situations represented with models and language. Quotient calculation is taught by using the multiplication tables of the divisor, incorporating multiplication expressions in both contexts to link division expressions and quotients. While Korea’s approach emphasizes abstract and formal mathematical knowledge, Japan’s approach focuses on maintaining the coordination of the two division contexts and guiding students to understand the relationship between multiplication and division. Based on these findings, this study presents suggestions for teaching the division introduction unit in elementary schools.