• Journal for History of Mathematics
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• v.23 no.2
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• pp.123-140
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• 2010

In general, early childhood mathematics education is conducted and operated in early childhood education curriculum. Moreover, Korean early childhood education is approached and conducted by an U.S. NCTM. So, it is meaningful to compare American and Korean early childhood mathematics education curriculum. Therefore, I has studied how those points of views of the mathematics education are instituted in the curriculums respectively. The main purpose of this study is to investigate principles of NCTM(National Council of Teacher of Mathematics): content standards and process standards. I hope the finding of this study would reflect to the 7th Korean early childhood mathematics education including learning and curriculum constitution.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.65-84
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• 2005

The purpose of this study was to analyze the contents and designs of the developed 22 teaching and programs for the gifted students in elementary mathematics. The focus of the analysis were the participants and the characteristics of the contents, and were to reflect them on the areas of the 7th elementary mathematics curriculum and Renzulli's Enrichment Triad Model. The results of the study as follows: First, the programs for the low grade gifted students are very few compared to those of the high grade students. For earlier development of the young gifted students, we need to develop more programs for the young gifted students. Second, there are many programs in the area of geometry, whereas few programs are developed in the area of measurement. We need to develop programs in the various areas such as measurement, probability and statistics, and patterns and representations. Third, most programs do not follow the steps of the Renzulli's Enrichment Triad Model, and the frequency of appearance of the steps are the 1st, 2nd, and 3rd enrichments, sequentially. We need to develop hierarchical programs in which the sequency and relations are well orchestrated. Fourth, the frequency of appearance is as follows as sequentially: types of exploration of topics, creative problem solving, using materials, project types, and types of games and puzzles. In the development of structure of the program, the following factors should be considered: name of the chapter, overview of the chapter, objectives, contents by steps, evaluation, reading materials, and extra materials.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.1-18
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• 2018

This study aims to analyze the mathematics curriculum in the gifted school and obtain the understanding of the current situation of education for the math-gifted children in Korea, therefore providing a point of view for the improvements. In order to attain these purposes, the study examined the subject competency for the mathematics set by regular mathematics curriculum system and 2015 revision curriculum, and extracted the analytical standards, based on which the education plan documents of each gifted school were analyzed. The conclusion that has been made based on the analysis results is as follows. First of all, the curriculum of mathematics in the gifted schools in korea is heavily concentrated on analytics and algebra. Secondly, in mathematics curriculum for gifted children in Korea puts the most emphasis on the problem solving competency. Third, geometry subject in the mathematics curriculum of Korean gifted schools deals with the given content only at the level of regular high school curriculum. Fourth, learning materials in most gifted schools are not the ones especially revised and adapted for the gifted students but usually the ones for the college students. Lastly, gifted schools are running the curriculum featured with curriculum compacting and advance learning focusing on acceleration.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.215-238
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• 2016

The 2015 national revised curriculum was notified officially the last year. The intent and direction of the revision caused more or less change for mathematical contents to be taught and is expected to cause a considerable change in math class. In the level of elementary school mathematics, it turned that several contents were deleted or moved to the upper grades because the revision focused especially both on reducing students' burden of learning and on fostering the mathematical key competences. This study aims to examine the relevance of the change through investigation of the national curriculums for elementary school mathematics since 1946. The mathematical contents to be analyzed in this study were mixed calculation of natural numbers, mixed calculation of fractions and decimal fractions, position and direction of objects, are/hectare and ton, the range of numbers and estimating, surface and volume of cylinders, pattern and correspondence, and direct/inverse proportionality, which were changed in any aspect relative to 2009 national revised curriculum. Based on the results of these analyses, the discussion will provide some suggestions for setting the direction of elementary mathematics curriculum.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.321-323
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• 2005

본 연구에서는 2004년 11월에 시행된 '2005학년도 대학수학능력시험 수리영역 가형' 의 문항을 분석하였다. 즉, 2-모수 문항 반응 모형에 근거한 베이지안(Bayesian) 1.0을 이용하여 문항의 난이도 및 변별도를 측정하였으며 고전검사이론 프로그램임 테스트안(Testan) 1.0을 이용하여 문항의 신뢰도 및 오답지 매력도를 구하였다. 이 결과는, 학생들이 어느 단원을 어려워하고 어떤 내용을 이해하지 못 하는지 그 원인을 찾을 수 있으므로, 교수-학습의 기초 자료로 활용할 수 있을 것이다.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.198-205
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• 2008

오늘날과 같은 지식 정보화 사회는 지식과 정보를 기초로 한 사회활동이 주를 이루고 있다. 그래서 교육현장에서도 학습자는 컴퓨터를 이용하여 정보를 수집하고 처리하는 정보의 주체로 인식되어지고 있다. 특히 수학 교과 내용 중 도형 영역은 컴퓨터를 이용하여 다양한 시각적 경험과 탐구 기회를 제공하는 것이 매우 중요하다. 이를 실현하기 위한 방법으로써 여러 가지 방법이 있지만, 본 논문에서는 Sketchup이라는 상용 소프트웨어를 활용하여 도형 영역에 적용시켜 활용하는 방안에 대해 연구하였다. 학생들이 수학을 재미있고 쉽게 생각할 수 있는 방안을 내세우기란 쉽지 않지만, 이 연구의 결과로부터 수학과목의 도형영역에 대한 수학적 사고력과 성취도를 높이고 Sketchup과 같은 탐구형 소프트웨어의 효과적 활용 방안을 마련하고, 이를 통해 수학에 대한 긍정적인 인식을 마련할 수 있는 기틀이 되고자 한다.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.73-80
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• 2004

이 연구에서는 초등학교 1학년 수학영재학생들을 위한 심화학습 자료를 개발하였다. 개발된 학습 자료에는 다양한 활동 중심과 간학문적 접관을 통하여 수학에 대한 흥미를 증진시진 수 있는 내용을 포함시켜 지적영역에만 국한되는 편협성을 탈피하여 보다 창의성을 신장하도록 하였다.

• 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.26 no.2
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• pp.309-331
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• 2016

Australian Curriculum Assessment and Reporting Authority(ACARA) was founded by Australian federal government in 2009. Leading under ACARA, national education curriculum development was propelled. Also from 2014 they gradually extended enforcement of new curriculum by a Reminder about new syllabus implementation (2013.01.29.). The research result of Australia's curriculum, and textbook shows that students repeat, and advance the same contents under spiral curriculum as they move to higher grade. They actively use digital technology, and also puts emphasis on practical context such as Money & financial mathematics. On the level of difficulty, or quantity aspect, Korea handles relatively advanced contents of 'number and operation' or 'Letters and Algebraic Expressions' domain than Australia. However on statistics domain, Australia not only puts more focus on practical stats than Korea, but also concerns as much on both various and qualitative terms Australia doesn't deal with formal concept of 'function'. However, they learn the wide concept of function by handling various graphs. This shows Australia has a point of similarity, and also difference to Korea on various angles.

• School Mathematics
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• v.19 no.2
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• pp.369-384
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• 2017

Current Mathematics of CSAT(College Scholastic Ability Test) faced with preparing the test system and test items according to the new curriculum. The discuss about how to construct the items and what form of items should be set was not conducted enough. To accord with these requirements, in this study, mathematics exams for university entrance in Taiwan are investigated. We look into General Scholastic Ability Test(GSAT) and Advanced Subjects Test(AST) in Taiwan. Those exams are analyzed in terms of exam system, mathematical contents, types of items, and so on. And then on the basis of this, we discuss implications on mathematics assessment type and contents, further mathematics learning.