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A Comparative Study of International Mathematics Curriculum on Time of Introduction and Content Organization for Direct and Inverse Proportions and Correlation  

Kim, Hwa Kyung (Sangmyung University)
Kim, Sun Hee (Kangwon National University)
Park, Kyungmee (Hongik University)
Chang, Hyewon (Seoul National University of Education)
Lee, Hwan Chul (Korea Foundation for the Advancement of Science and Creativity)
Lee, Hwa Young (Korea Foundation for the Advancement of Science and Creativity)
Publication Information
Journal of Educational Research in Mathematics / v.26, no.3, 2016 , pp. 403-420 More about this Journal
Abstract
Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.
Keywords
direct proportion; inverse proportion; correlation; comparative study of international mathematics curriculum;
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