영국과 우리나라의 수학과 교육과정 비교 분석 연구 - 도형과 측정 영역을 중심으로 -

A study on the comparison and analysis of school mathematics curriculum in England and Korea, focused on the 'shape, space, and measures' domain

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'shape, space, and measures' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience and aquisition based on the concrete manipulation. Particularly, it emphasizes that mathematics be realistic and useful in solving a diverse problems confronted in everyday life.