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http://dx.doi.org/10.7468/mathedu.2020.59.1.1

An analysis of the curriculum on inequalities as regions: Using curriculum articulation and mathematical connections  

Lee, Song Hee (Yonsei University)
Lim, Woong (Yonsei University)
Publication Information
The Mathematical Education / v.59, no.1, 2020 , pp. 1-15 More about this Journal
Abstract
In this paper, we analyzed curriculum materials on inequalities as regions. Constructs such as mathematical connections and curriculum articulation were used as a framework. As for articulation, our findings indicate the topic of inequalities as regions addresses meaningful subordinate mathematical thinking and skills that serve prerequisite to calculus. Regarding connections, mathematical concepts involving inequalities extend to multivariate calculus. One implication is, as an unintended consequence of curricular decision of 2015 Revised National Curriculum to teach the topic only in mathematical economics, students who plan to study STEM subjects in college but opt out of mathematics economics in high school may miss the key concept and naturally struggle to understand calculus especially the theory of multivariate function of calculus.
Keywords
2015 revised national curriculum; regions of inequalities; curriculum articulation; analysis taxonomy for curricular articulation; mathematical connections; calculus; remedial mathematics;
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