• 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.

• School Mathematics
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• v.12 no.4
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• pp.667-686
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• 2010

The mathematics curriculum revision is currently underway based on the general curriculum revised in 2009. Two of the controversial issues in mathematics curriculum revision are 'grade band' and 'mathematical process'. To consider the introduction of those two aspects in mathematics curriculum, this study compares and analyzes international mathematics curricula focusing on grade band and mathematical process. As a result, grade band is judged to be not necessary, but mathematical process has a potential to provide practical implication for betterment of mathematics textbook and lesson.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.207-223
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• 2015

This study aims to find ways for securing continuity of elementary mathematics curriculum and kindergarten curriculum. To do this, we considered the status of 'mathematical exploration' in Nuri curriculum and analysed the correspondence of content-domains and the continuity between Nuri curriculum for ages three to five and 2009 revised national elementary mathematics curriculum, based on the reconstructed achievement criteria. The result of these analyses reveals that the classification of five content-domains both for 'mathematical exploration' of Nuri curriculum and for 2009 revised national elementary mathematics curriculum coincides. We also recognized the reconstructed achievement criteria which are considered as reverse continuity or as discontinuity of Nuri curriculum and 2009 revised national elementary mathematics curriculum in all the five content domains. The former means being lower in levels or reduction in ranges from Nuri curriculum to elementary one. The latter means that some reconstructed achievement criteria are included in only one of the two curriculum. Based on these results, we suggested several ways to secure the continuity between Nuri curriculum and 2009 revised national elementary mathematics curriculum in the perspective of mathematics education.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.225-236
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• 2011

This study basically investigated the mathematics curriculum of Finland. The curriculum is similar with the 2009's revised mathematics curriculum of Korea in terms of formats, but is different in terms of contents. The mathematics curriculum of Finland is organized into grade bands: grade 1-2, grade 3-5, grades 6-9. And also, it provides the purpose of each grade bands, the purpose of each content areas, the expectation of assessment tested at the end of grade bands.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.507-527
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• 2019

At the time when textbooks were developed and applied according to the 2015 revised curriculum and At the time of developing new test textbooks, it is necessary to examine the contents of the textbooks based on the 2015 revised curriculum and the responses of field teachers. Therefore, this study conducted a questionnaire survey for elementary school teachers on how teachers perceive and evaluate elementary mathematics textbooks (math textbooks, mathematics learning books, teacher guidebooks) developed and applied based on the 2015 revised curriculum. The results were analyzed.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.161-178
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• 2011

For the students who live in the knowledge-information oriented society, thinking rationally and training mathematical communication ability are necessary. I represented three ways of teaching-learning related to mathematical communication in revised 2006 curriculum of elementary mathematics. In this study, based on three matters from devised curriculum, I have done survey-analysis of mathematical representation and characteristics of contents of major theses about mathematical communication published after 2007 curriculum revision, for further mathematical communication teaching.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.477-493
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• 2018

The six core competencies included in the mathematics curriculum Revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the creativity and convergence competency is very important for students' enhancing much higher mathematical thinking. Based on the creativity and convergence competency, this study selected the five elements of the creativity and convergence competency such as productive thinking element, creative thinking element, the element of solving problems in diverse ways, and mathematical connection element, non-mathematical connection element. And also this study selected the content(chapter) of the graph in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the five elements of the creativity and convergence competency were shown in each textbook.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.375-396
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• 2022

In this paper, to provide an idea for the 2022 revised mathematics curriculum by restructuring the content of the 2015 mathematics curriculum, the content elements of recurring decimals of textbooks, which showed differences in the curriculum of Korea and Japan, were analyzed. As a result of this study, in Korea, before the introduction of the concept of irrational numbers, repeating decimals were defined in the second year of middle school, and the relationship between repeating decimals and rational numbers was dealt with. In Japan, after studying irrational numbers in the third year of middle school, the terminology of repeating decimals is briefly dealt with. Then, when learning the concept of limit in the high school <Mathematics III> subject, the relationship between rational numbers and repeating decimals is dealt with. Based on the results of the study, in relation to the optimization of the amount of learning in the 2022 curriculum revision, implications for the introduction period of the circular decimal number, alternatives to the level of its content, and the teaching and learning methods were proposed.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.17-34
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• 2016

The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.349-366
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• 2017

The 2015 revised curriculum is an integrated curriculum that reflects national and societal needs to foster creative convergent talent in the school curriculum. Along with these changes, the Ministry of Education introduced a system to change the major from 2017 to the fourth year of university. Therefore, each university should prepare to reflect the curriculum and institutional change before welcoming students who have completed the 2015 revised curriculum. The university needs to study the countermeasures for implementing the 2015 revised curriculum and expanding the period of major change when preparing the curriculum and contents of the calculus courses that freshmen take. Handong University has been studying the operation methods of new students who want to decide their major at the first grade, such as operating calculus courses at various levels and allocating appropriate proportions of calculus for preliminary examinations. This case is similar to the basic purpose of the revised curriculum in 2015, so it can suggest implications for the operation of the university calculus class after the curriculum revision. In this paper, we have analyzed the results of the recent freshman mathematics test for the recent 5 years and the students' calculus grades and compared them with the contents of the calculus curriculum operated by Handong University and the 2015 revised higher mathematics curriculum. As a result, we proposed five classes of calculus suitable for college major and it was found that the calculus curriculum should include the missing quadratic method in the 2015 revised curriculum.