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http://dx.doi.org/10.7468/jksmec.2021.24.3.115

A Comparative Analysis of the Mathematics Curriculum on Time-related Contents: Focusing on Korea, Japan, Australia, the United States, and Finland  

Han, Chaereen (Seoul Deungchon Elementary School)
Publication Information
Education of Primary School Mathematics / v.24, no.3, 2021 , pp. 115-134 More about this Journal
Abstract
This study implemented a comparative analysis of the international mathematics curriculum on time learning. It aimed the improvement of challenges students facing when they learn time. As a preliminary step, I reviewed the previous literature on teaching and learning of time, and based on this, I drew five issues that require to be considered for better time learning. The coverage of time contents and the learning periods of respective time contents were compared across the mathematics curriculum of Korea, Japan, Australia, the United States, and Finland. The textbook cases of those countries were analyzed with a special focus on the five issues. The results showed that the Korean curriculum assigned time learning contents compressively during short periods compared to other countries. responded to the issues on teaching and learning of time, several improvement ideas were deduced from textbook cases of other countries. Implications for the curriculum reform were discussed underlying the results.
Keywords
time learning; mathematics curriculum; comparative study;
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