• Journal of Educational Research in Mathematics
• /
• v.13 no.3
• /
• pp.403-428
• /
• 2003

This study intends to compare the mathematics contents included in the mathematics curriculum of Korea, California in USA, England, and Japan. The result of this comparison is that there are big differences on ranges, depths, and grades between mathematics contents in four countries' mathematics curriculum. In Korea, more contents are dealt in earlier grade and to higher level than other countries. And, these features are revealed more apparently in the area of algebra, analysis, and geometry than probability and statistics.

• Journal of the Korean School Mathematics Society
• /
• v.25 no.4
• /
• pp.375-396
• /
• 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
• /
• v.11 no.1
• /
• pp.61-80
• /
• 2007

Korea and Japan are close countries having a mutual influence on history and have similar cultural and educational circumstances. The purpose of this study was to compare and analyze the textbooks for elementary school mathematics between Korea and Japan. First, it established the theoretical backgrounds through the precedent research comparing the mathematic textbooks between South Korea and North Korea, Korea and India, Yanbian in China, Japan( Fraction part in numeral field. The Plane Figures). Next, it compared and analyzed two countries'(Korea and Japan) textbooks regarding the structural system and concept of units on the basis of the theoretical research. And it included more specific and detail contents in comparison of Korean with Japanese mathematic textbooks focused on the 5, 6th grade.

• Journal of Elementary Mathematics Education in Korea
• /
• v.9 no.2
• /
• pp.111-135
• /
• 2005

In this study I compared Korea's elementary school mathematics curriculum and its handbook with Japan's curriculum and its handbook. Based on that work, I induced some suggestions which is useful to develop mathematics curriculum in the future. First, the purposes of Korea's elementary school mathematics curriculum focused on the system of mathematics, scholastic ability and learning volition. On the other hand, Japan's curriculum concentrated on the utility of mathematics in daily life and the motive of learning mathematics. Secondly, purposes of mathematics education written in Japan's curriculum handbook, differing from Korea's, are closely divided into concrete items. Finally, purposes of mathematics education in each grade, written in Japan's curriculum handbook, are presented in outlined form according to general purpose of mathematics curriculum. The merit of this way is that the researcher could display flexibilities and creativities in making mathematics textbook.

• Journal of Educational Research in Mathematics
• /
• v.27 no.4
• /
• pp.679-700
• /
• 2017

In this study, revisions of university entrance exams of mathematics in the UK, Australia and Japan are investigated. In the UK, A-level mathematics are revised to harmonize pure and applied mathematics so that the subjects and contents of each test are adjusted, and new types of items are announced. NSW university entrance exams in Australia are being revised in line with the Stronger Higher School Certificate policy, which basically reinforces mathematics. In Japan, as part of the educational reforms that link high schools and universities, current exams of National Center for University Entrance Examinations are abolished and Common Test for University Entrance is introduced. Mathematics of new test emphasizes comprehension, judgement and expression with new items and short-answer questions. Based on the case of the UK, Australia and Japan, this study discussed improvement of mathematics test in the Collage Scholastic Ability Test (CSAT) Korea in terms of objects and characteristics of test, systems and types of items. and support from academia.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2006.10a
• /
• pp.63-78
• /
• 2006

미국에서 학교 수학 수업에서의 개방적 접근은 일본과 미국 연구자들의 공동연구의 결과물이다. 우리는 그것에 대한 세 가지의 측면을 실례로 살펴보면 접근을 시도하겠다. : 1) 개방된 과정(open process)(문제의 해답에 이르는 방법이 여러 가지이다: 2) 개방형 문제(open-ended problems)(문제에 대한 정답이 여러 가지가 될 수 있는 문제), 3) 일본에서 '문제로부터 문제(from problem to problem)'라고 불리는 것 혹은 문제고안(problem formulating)하기(학생들이 새로운 문제를 명확하게 나타내기 위해 자신의 생각을 써 내려 가는 것)수학 지도에서 일본의 개방적 접근에 대한 우리의 이해를 바탕으로, 우리는 미국에서 보다 효과적인 수학 지도를 위한 몇 가지 방법을 선택 적용해 보았다. 이러한 접근의 대부분은 학습 계획안을 만들 때 여러 교사가 함께 참여하고 일련의 토론과 수정과정을 거친 뒤, 많은 부분이 개선되고 효과적인 계획안을 만들어 낸다는 점에서 미국의 수학교사들에게 새로운 것이다. 또한 이 접근법에서는 교사가 문제를 해결하는 과정에서 학생 개개인이나 그룹을 활동적으로 관찰하여 그들의 활동을 비교하고 토론한다.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.2
• /
• pp.341-355
• /
• 2014

The purpose of this study was to analyze the research trends of elementary mathematics education in Japan. For this purpose, 192 papers published by Japan Society of Mathematics Education for the last 10 years(2004-2013) were analyzed according to there criteria. First, as for research topics, the frequent topics in order were instructional design and methods (36.7%), analysis of curriculum and textbook, general studies, learners' perspectives and abilities, evaluation, teacher education, education engineering and parish. Second, the contents were researched by the order of number and operations (47.4%), geometry, regularity, measurement and probability and statistics. Finally, research subjects of this study were researched by the order of students(39.3%), teachers. Papers dealing with lower graders as well as pre-service teachers were rare. And article dealing with low-achievers and gifted students were not founded. On the basis of this result, we hope it will provide the follow-up and the idea of the elementary mathematics education in Korea and also help various and balanced development.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2006.04a
• /
• pp.39-43
• /
• 2006

일본에서는 영재아를 위한 특별교육에 약간을 제외하고는 충분한 관심을 갖지 못해 왔다. 왜냐하면, 전후 일본의 교육시스템의 여러 특징들 중 하나가 지나친 평등주의였기 때문에 교육의 장에서는 물론이고 교사와 부모에게서도 그러한 교육은 때때로 무시되어졌다. 다른 이유는 학교에서의 주입식 교육 때문인데 이것은 도쿄대학이나 쿄토대학과 같은 유명한 대학에 입학하기 위한 시험의 합격을 위해서 고등학교 과정에서 꼭 필요한 것이었다. 그러나, 1997년에 영재아를 위한 특별교육의 약간의 시도가 시작되었다. 교육부는 "1년을 뛰어넘어 대학에 들어가는 것"을 인정했다. 이 논문에서는, 다음의 세 가지 주제들이 논의될 것이다. 1. 17살 고등학생들의 시바대학 입학등록 2. 일본 수학 올림피아드 협회에 의해 실행되어진 여름 세미나 3. 교육부에 의해 설립된 특수 과학 고등학교(Super Science High school) 프로그램.