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http://dx.doi.org/10.7468/mathedu.2019.58.2.263

Analysis of the issues derived from the implementation of the 2015 revised mathematics curriculum in 1st and 2nd grade  

Kim, Seong-Kyeong (Korea Institute for Curriculum and Evaluation)
Oh, Taek-Keun (Korea Institute for Curriculum and Evaluation)
Publication Information
The Mathematical Education / v.58, no.2, 2019 , pp. 263-282 More about this Journal
Abstract
The purpose of this study is to analyze the implementation of 2015 revised mathematics curriculum. This study focused on issues raised from the implementation. The teaching-learning methods for enhancing mathematical competencies, the amount and difficulty of mathematics in the 1st and 2nd grade, the level of vocabulary and sentence for students in the textbooks, and the support for successful implementation of the curriculum were collected and analyzed through questionnaires and interviews. As a result of the research, most of the teachers tried to improve the teaching and learning method considering mathematical competencies, but had difficulty in connecting contents and competencies. They also recognized that the amount and difficulty in the 1st and 2nd grade math, and the level of vocabulary and sentences presented in math textbooks were generally appropriate. However, they pointed out that the textbooks were over-emphasized in various ways out of basic calculation methods, and that the long sentences, which are not easy to read and understand by students who are not familiar with reading Korean, are included in the . They recognised that there is a large difference in level of reading Korean and understanding math among students. So we suggest that more active support is needed for the students who are learning slowly and the students who are having difficulty in reading Korean.
Keywords
2015 revised mathematics curriculum; elementary school $1^{st}$ and $2^{nd}$ grade; mathematical competency;
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