• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.443-465
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• 2016

The study aims to compare our newest mathematics curriculum with Singapore's and analyse the differences of them. Because the levels of our mathematics education have been evaluated to be difficult to our students, we try to find that the evaluation is appropriate and there are other characteristics we have to notice carefully, and provide some implications for our mathematics curriculum. We mainly compared both mathematics curriculums focussed on the national documents of mathematics curriculum, and textbooks in the level of middle school. The results are following. Firstly, Singapore has three tracks based on students' abilities and there are three kinds of textbooks on the tracks. This is a different from our teaching on students level. Secondly, the introductions of our mathematics curriculum contents are not faster than Singapore's, but they have more concrete ranges of contents than us. Thirdly, the focus of Singapore's mathematics education lies on problem solving, and we can find some good examples of contents of textbook focussed on problem solving. Some mathematical concepts are introduced simply without any process of students discoveries or investigations, and the focus lies on the problem solving using the concepts. Fourthly, Singapore's mathematics textbooks are more emphasis on the internal connections than ours.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.63-118
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• 2016

The purpose of this study is to examine the change in literary materials in secondary school Korean textbooks and literature textbooks as per the 2009 revised curriculum. Literary materials in secondary school Korean textbooks have increased student awareness of literary canons because these have been taught and learned through public education. Seodongyo, Gemangmega, and Gasiri in classical poetry and the tale of Heungbu, Pongsan Mask Dance, the Tale of Ch'unhyang and the tale of Honggildong(by Heo Gyun) in classical prose are published in secondary school Korean textbooks and literature textbooks as per the revised curriculum of 2009. A three-verse Korean ode and a classical novel are the most chosen genres in classical literature.

• Proceedings of the Korean Statistical Society Conference
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• 2002.11a
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• pp.43-49
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• 2002

이 글은 체육 및 운동과학 연구에서 각종 통계적 방법의 출현을 역사적으로 개관하고 이들 통계적 방법의 출현시기를 미국의 경우와 비교함으로써 한국 체육학연구의 학문적 성장을 확인하고 이들 방법 적용과정에서 나타난 문제점을 밝히는데 목적이 있다. 이러한 목적을 달성하기 위해 통계적 방법 관련논문을 분석하고 통계적 방법이 체육 현장에서 어느 정도 중요하게 다루어 질 수 있는지를 확인하기 위해 측정,평가 담당교수의 학문적 배경과 교육적 경력을 조사하였다. 전공자의에 대한 의 체육학이 아직 학문적으로 자리를 잡기 전인 최초 태동 시기에 적용된 통계적 방법을 미국의체육학회지(RQES)와 비교해 볼 때 동일한 통계적 방법의 적용시기는 약 30년 차이가 있다. 이러한 차이는 미국에서 1980년도에 나타나기 시작한 진보된 다변량 통계기법을 1990년대에 적용하기 시작하면서 급속도로 좁혀졌으며 현재는 동일한 시기에 나타나고 있다. 그러나 진보된 통계적 기법의 출현에도 불구하고 이들 기법을 적용하는데 필요한 기본가정이 충족되었는지에 대한 검토 없이 적지않은 논문이 보고되고 있다. 담당교수의 학문적, 교육적 배경이 통계학과 거리가 있는 교수가 47%로 나타남으로써 가르치는 내용과 범위에서 적지않은 제약이 따르고 있다. 또한 전문가에 의한 평가체제가 확립되지 못함으로써 적용된 통계적 기법의 적절성을 평가하는데 장애가 되고 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.337-353
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• 2010

The purpose of this study is to provide a useful reference for the elementary school mathematics curriculum of Japan. For this research, we compare the new version of the elementary school mathematics curriculum of Japan and Korea. Roughly speaking, Japan emphasized learning through mathematical ability. On the other hand, the case of Korea, a special emphasis was placed on the ability of problem-solving and mathematical communication. These abilities developed on the base of the mathematical knowledge and skill. The ratio of teaching time are high on mathematics, but Japan ensures much more hours than Korea. Finally we will focus on the result for the application process of the primary school mathematics curriculum.

• The Mathematical Education
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• v.59 no.3
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• pp.201-216
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• 2020

This study analyzed 493 domestic mathematics curriculum articles published in KCI's listings from 1997 to 2019 using LDA topic modeling. As a result, domestic mathematics curriculum research could be categorized into eight topics such as 'context in a curriculum', 'analysis a curriculum by the mathematical concept', 'form, system, meaning, and character of a curriculum', 'instruction and application of a curriculum', 'implementation and evaluation of a curriculum', 'tasks in a curriculum', 'analysis of a curriculum based on ability', 'compare and analysis curriculum and textbook'. The topic 'implementation and evaluation of a curriculum' was identified with the lowest proportion. Also, we performed the simple regression analysis with the weight of topics in the application period of the curriculum, and 'analysis of a curriculum based on ability' appeared as a 'hot topic'. Furthermore, topics appeared differently depending on the application period of the curriculum. Some of the appeared topics showed a tendency to match the emphasis of the highlight in a mathematics curriculum. Based on the results, future studies should develop frameworks for mathematics curriculum studies and extend the field of mathematical curriculum studies to make progress. Furthermore, future studies are needed to examine the enactment, feedback, and competency evaluation in the mathematical curriculum.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.399-428
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• 2009

2007 Renewed Korea Elementary Mathematics Curriculum introduce algebra 6th grade. According to many studies about introducing algebra, it is desirable to teach 6th graders algebra through generalization of patterns. In this study, 6th graders' understanding processes and difficulties in pattern generalization were analyzed and possiblities of introducing algebra to 6th graders through pattern generalization were examined.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.1523-1525
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• 2011

유아기는 언어를 습득하는데 있어 가장 중요한 시기이다. 이런 중요한 시기에 언어를 습득하는데 흥미를 느끼지 못하고 학습에 쉽게 지루함을 느껴 올바르게 언어 습득을 하지 못하는 유아들이 많다. 이에 대하여 시각 정보와 청각 정보의 결합을 통한 멀티미디어 매체를 이용해 언어 습득에 대하여 올바른 유아 시기를 보내게끔 본 논문에서 제안하고 있다. 또한 햅틱 기술을 이용하여 학습자가 쓰기 학습에 흥미를 느낄 수 있게 하였으며, 피드백 과정을 통하여 올바른 언어 습득에 기여한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.234-245
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• 2020

This study examined the developmental trajectories of parenting efficacy of mothers of multicultural families and how these trajectories differentiate perceived mothers' career-related behaviors as well as the socio-psychological and academic characteristic of their children in the first grade of high school. The latent class analysis (LCA) and BCH method were applied by using data drawn from the 4th to 10th graders in 2011-2017 from the Multicultural Adolescents Panel Study (MAPS). Results showed that the latent profiles were classified into four groups based on the developmental trajectories of parenting efficacy of mothers of multicultural family: 'high level increasing-decreasing', 'above average increasing-decreasing', 'average unchanged', and 'below average unchanged'. As for demonstrated outcomes, the high parenting efficacy group increased when children were in elementary school but decreased when children were in middle school. At the same time, the low parenting efficacy group did not show much change during these periods. Next, parenting efficacy was a significant determinant of perceived mothers' career-related behaviors and socio-psychological and academic characteristic of their children who attend high school. Based on these results, this study implies a theoretical foundation for developing policies to encourage parenting efficacy of mothers of multicultural families and may result in positive socio-psychological and academic characteristics of their children in high school.

• Korean Journal of Social Welfare Studies
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• v.42 no.3
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• pp.183-206
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• 2011

This study examined the longitudinal relationship between academic achievement and school satisfaction using a data of the Seoul Panel Study of Children(SPSC). Fully autoregressive cross-lagged analysis and multi-group comparison were performed to measure the longitudinal relationship between two constructs as well as differences between poverty and non-poverty groups. The results showed that both academic achievement and school satisfaction were stable over time in non-poverty group. Academic achievement at the 4th grade significantly affected the school satisfaction at the 6th grade and it subsequently affected on the academic achievement at the 8th grade in non-poverty group. In contrast, academic achievement was not consistent over time in poverty group. Only the school satisfaction at the 6th grade affected the academic achievement at the 8th grade. The findings of this study have various practical implication for school interventions. It is more important to keep supporting the children to maintain the level of academic achievement in non-poverty group. While, in poverty group, it is essential to make school satisfaction and academic motivation increase with school attachment programs.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1093-1130
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• 2009

The purpose of this study is to examine obstacles to progress for 20th century Korean mathematics. In 1945, shortly after Korea was liberated from Japan, there were no Korean mathematics Ph.D. holders, less than ten bachelor degree holders, and only one person with a master's degree in mathematics. We investigate the reasons for this. Korea has to overcome such an unforgiving condition and rebuild quality education programs in higher mathematics over the last several decades. These debilitating circumstances in higher mathematics were considerable obstacles in developing a higher level of mathematical research for the mainstream of 20th century world mathematics. We study policy and curriculums of Korean school mathematics in the late 19th and early 20th century, with some educational and socio-political background.