• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.603-617
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• 2012

The 2011 Revision of the National Mathematics Curriculum, amended based on the 2009 Curriculum version, focuses on three important issues: 1) 20% reduction of the previous curriculum contents; 2) improvement of students' creativity through mathematical processes; 3) flexible management of curriculum. Despite the importance in applications, it has not provided a manual for textbook authors and teachers. Consequently, they are likely to encounter difficulties in interpreting goals of learning achievements. This paper identifies the purposes and contents of achievement standards, and discusses how to implement it at school.

• Journal of Educational Research in Mathematics
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• v.14 no.2
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• pp.157-170
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• 2004

This study, in the view of the particulars on mathematics, tried to criticize the way how they have reformed mathematics curriculums, which moreover have been executed without any official investigation of the ways up to the recent curriculum. On the basis of these critics, this study suggested a few desirable ideas about how to reform the mathematics curriculum which were investigated from a mathematics educational standpoint. For this purpose this study was executed as followings : first, there has been reflective investigations about the existing ways of reforming mathematics curriculums ; second, there suggested a new way of reforming the mathematics curriculum which we may consider as the way for the future mathematics curriculum reform.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.633-658
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• 2010

This study aimed to analyze the debate on the Elementary School Mathematics Contents in the new National Elementary Mathematics Curriculum developed in 2006. With this, the feature of the new National Mathematics Curriculum compared with the past 7th National Elementary Mathematics Curriculum was investigated. And the drafts on developing the new National Elementary Mathematics Curriculum were investigated as well. Three main controversies were identified. The first controversy was related to the item which had been dealt in middle school curriculum and moved to elementary school in the new National Mathematics Curriculum (e.g. equations, direct proportion and inverse proportion). The second one was related to the order of teaching fraction. The third one was related to the fact that problem solving became one of the five domains in Elementary School Mathematics Curriculum. Those controversies came from a basic belief on the ranges and depths of elementary school mathematics, didactical point of view, or thoughts on what should the content in the National Mathematics Curriculum be. The issues and suggestions that were discussed in this paper might serve to improve the National Mathematics Curriculum.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.329-348
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• 2023

This study is necessary for the stable settlement of the 2022 revised mathematics curriculum 'data and possibility' area. This study was conducted centering on literature analysis. The purpose of this study is to realize statistics education in line with the 2022 revised mathematics curriculum. This purpose was achieved by examining the statistics learning contents of the 2022 revised curriculum, analyzing Chinese mathematics curriculum, and analyzing Chinese mathematics textbooks. In this study, the following studies were conducted. First, five elements were extracted through the analysis of the 'statistics and probability' area of the Chinese mathematics curriculum. The extracted elements are the 4th grade goals, synthesis and practice content areas, achievement standards for statistics and probability (6), (9), and (11). Second, examples presented in Chinese mathematics textbooks and Chinese curriculum appendices related to the extracted elements were analyzed. Regarding the 4th grade goal, the statistical problem-solving process of the 7th grade 2nd semester mathematics textbook was analyzed. Regarding the synthesis and practice content area, the data analysis unit of the 8th grade 2nd semester mathematics textbook was analyzed. In relation to the achievement standard (6), Example 85 of the curriculum appendix was analyzed, in relation to the achievement standard (9), Example 86 was analyzed, and in relation to the achievement standard (11), Example 87 was analyzed. Third, based on the analysis results, implications for the development of new curriculum and 'textbook development, teaching and learning methods' according to the 2022 revised middle school mathematics curriculum were derived. Through the results of this study, we expect the successful realization of the 2022 revised middle school mathematics and curriculum statistics education.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• School Mathematics
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• v.14 no.4
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• pp.531-552
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• 2012

In December of 2009, General Guidelines of Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. Based on the examination the backgrounds and the basic directions of revision newly reformed mathematics curriculum should be applied in math class effectively and efficiently. According to this purpose, this paper first of all finds out what are the major points or difficulties to be caused by managing 'Mathematics Curriculum Revised in 2009' according to the change of 'General Guidelines of Curriculum Revised in 2009'. They are i) the implementation of grade band system, ii) management of differentiated class, and iii) increasing or decreasing of 20% in math class hour. According to those three points to be changed and reinforced newly in new curriculum, this paper investigates the alternatives and policy of dealing with smoothly and efficiently those issues while solving the difficulties.

• School Mathematics
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• v.17 no.1
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• pp.1-18
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• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.279-295
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• 2014

The Korean national curriculum will be revised in 2015. Before revisions are to be made, we must discuss the direction the curriculum changes will take. In this study, we compare the contents of the current 2011 elementary school mathematics curriculum in Korea with the Common Core State Standards for Mathematics (CCSSM) in the United States. The results from this comparative analysis may be helpful in the revision of the Korean mathematical curriculum. We find that the CCSSM introduces certain mathematical concepts earlier and in greater detail than the Korean curriculum does. The CCSSM also covers a broader range of mathematical concepts. These results indicate that the Korean curriculum needs to emphasize conceptual understanding, as well as procedural skill and fluency, in the early grades. Moreover, the 'grade band' is unnecessary in the mathematics curriculum. The Korean curriculum revision process must be debated more intensely, must be made public, and must take into consideration the key points of CCSSM.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.645-668
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• 2014

This study was designed to gain insights into contemporary secondary mathematics curriculum revision in Korea. The two secondary mathematics curriculum reports submitted in the 1920s, the Kilpatrick Reports and 1923 Reports were compared and contrasted as the origin of recent math wars, and their backgrounds, committee members, viewpoints of math and math education and contents were analyzed to understand the perspectives of the two extreeme parts. Kilpatrick Reports was selected at that time, but nevertheless 1923 Report had taken a role of guiding secondary mathematics in US until the New Math era. The direction and process of mathematics curriculum revision were suggested based on the analysis of reports' short- and long-term influences. A close examination of the curriculum revision process in US and in Korea and the implications from the results are also included in the suggestion.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.437-464
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• 2014

Curriculum for mathematic sis the system that selects and organizes the contents which have to be taught in school. Ultimately it can be the whole plan of school mathematical education. The study about curriculum for mathematics is the basic study field of the mathematical education, so curriculum-related studies have been continuously promoted in terms of character, organization and implement of the curriculum, learning contents contained by the curriculum, the connection between school levels, and comparison and analysis of domestic and foreign curricula. Thus, this paper investigated the 2009 Revised Curriculum for Mathematics, which is the curriculum of Korea and the CCSSM which is the curriculum of the U.S. Both have been adopted in schools recently. The purpose of this study is to understand the curricula for mathematics in elementary school of Korea and the U.S. in depth and obtain the implication for the further curriculum revision, by comparing and analyzing the curricula of two countries.