• The Mathematical Education
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• v.31 no.3
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• pp.117-133
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• 1992

• The Mathematical Education
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• v.30 no.3
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• pp.39-46
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• 1991

• The Mathematical Education
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• v.58 no.2
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• pp.263-282
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• 2019

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.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.531-544
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• 2020

The purpose of this study is to analyze tasks for mathematical competencies in the 8th grade mathematics textbooks based on the 2015 revised mathematics curriculum. And our study is based on the distribution of competencies of tasks for mathematical competencies in the 8th grade mathematics textbooks The results of this study were as follows. First, there are distributed in order, in general, geometry unit, letter expression unit, function unit among 8th grade mathematics textbooks for mathematical competencies. Second, there are unbalanced distribution of mathematical competencies among in 8th grade 'mathematics' textbooks. Lastly, there are comprised of textbooks focused on specific elements among subelements of tasks for mathematical competencies in the textbooks.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.407-428
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• 2021

This study compares and analyzes the mathematics assessment items of the middle school's national-level academic achievement tests in Korea and Japan, recently revised as a competency-focused curriculum. By comparing and analyzing the assessment items in each country, the analytic framework is integrated into content areas, contexts, and competencies. The characteristics of each country's assessment items developed for each content area were analyzed using the framework. We suggested some implications on developing and improving national-level academic assessment items.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.123-139
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• 2019

This study analyzed how problem-posing tasks included in Korean middle school mathematics textbooks were distributed in terms of content area, task type, and context of task to investigate that the mathematics textbooks are giving students ample opportunities for problem-posing activities. The analysis of 10 mathematics textbooks for first grade in middle school according to the revised mathematics curriculum in 2015 found that the problem-posing tasks contained in the textbooks are insufficient in quantity and not evenly distributed in terms of content areas. There were also more problem-posing tasks with relatively moderate constraints than those with strong or weak constraints in terms of mathematical constraints. In addition, there were more problem-posing tasks that were not requiring students to make a new context, and more often camouflage contexts were used. Based on this, implications for improving mathematics problem-posing tasks in mathematics textbook were suggested.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.121-141
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• 2016

In Korea where there is the national curriculum and teachers depend highly on textbooks, the school mathematics is based on curriculum and textbooks. Especially considering responsibility that textbooks should reflect the curriculum properly, it is necessary to analyze the connection of mathematics curriculum and textbooks in order to review and improve the quality of our mathematics education. This research analyzes the connection of curriculum and textbooks for 5~6 grades and aims to have some implications for revision of the textbooks when application of elementary mathematics textbooks based on the 2009 revised national curriculum is completed to all grades. Following the preceding research for 1~2 and 3~4 grades, this research sets 5~6 grades as a subject of analysis and has four contents of analysis; analysis of textbooks based on restructured achievement criteria, analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria, analysis of textbooks related to mathematical terms and symbols, and analysis of textbooks related to mathematical process. The result of analysis has some implications to develop textbooks based on the 2015 revised national curriculum.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.211-218
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• 2010

• Communications of Mathematical Education
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• v.37 no.3
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• pp.443-465
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• 2023

This study examines the content of vectors and matrices in Artificial Intelligence Mathematics textbooks (AIMTs) from the 2015 revised mathematics curriculum. We analyzed the implementation of foundational mathematical concepts, specifically definitions and related sub-concepts of vectors and matrices, in these textbooks, given their importance for understanding AI. The findings reveal significant variations in the presentation of vector-related concepts, definitions, sub-concepts, and levels of contextual information and descriptions such as vector size, distance between vectors, and mathematical interpretation. While there are few discrepancies in the presentation of fundamental matrix concepts, differences emerge in the subtypes of matrices used and the matrix operations applied in image data processing across textbooks. There is also variation in how textbooks emphasize the interconnectedness of mathematics for explaining vector-related concepts versus the textbooks place more emphasis on AI-related knowledge than on mathematical concepts and principles. The implications for future curriculum development and textbook design are discussed, providing insights into improving AI mathematics education.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.175-194
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• 2022

This study intends to suggest implications by comparing the high school mathematics curricula between Korea and the UK ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize mathematics after age 16 since 2017. Thus, in this study, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is more emphasized at the high school level. The national curriculum emphasized 'numeracy and mathematics', and students' selection for mathematics courses were expanded. In order to prepare for the future society, new mathematics subjects and evaluations were developed and implemented, and the A-level mathematics was improved. In addition, the subject-centered content was developed and continuously handled from Key Stage 3 to the high school stage. It was structured to facilitate mathematics' internal and external connection by linking it with the subjects of other areas.