• 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.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.449-460
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• 2015

As a main body of a curriculum, a set of sentences stating mathematical contents plays an important role in teaching and learning mathematics. The contents sentences in the $7^{th}$ version, the 2007 version, and the 2009 version of elementary mathematics curricula were analysed. The elementary mathematics curriculum consists of about 200 contents sentences. The final endings of those sentences are the type of ability such as "to be able to ~". The elementary mathematics curriculum would be managed systematically by disassembling and restructuring those contents sentences. We should state students' activities more concretely by varying the final endings in the curriculum.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.123-137
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• 2014

In this paper, the format of the Korean 2011 & the Japan 2008 elementary school mathematics curriculum are compared especially centered on elements, areas, objectives, and lesson time numbers. Through this comparison, suggestions can be obtained as follows. First, grade-group system which does not meet the actual elementary mathematics education needs to be reconsidered. Second, the area name 'number and operation' needs to be reduced into the area name 'number and calculation'. Third, using the area name 'pattern' needs to be reconsidered. Fourth, using the area name 'probability' needs to be reconsidered. If 'possibility' which some event occurs is seen as ratio, it can be contained area 'quantity relationship'. Fifth, containing the nature of mathematics into the school mathematics objectives needs to be reconsidered. Sixth, it is necessary to enhance the phase of mathematics in elementary education.

• Communications of Mathematical Education
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• v.15
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• pp.113-117
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• 2003

이 연구는 우리 날 초등학교 수학과 교육과정에서 확률과 통계영역의 내용에 대한 변천과정을 살펴봄으로서, 앞으로의 교육과정 개편에 대한 시사점을 제안하였다. 또한 확률과 통계영역의 내용에 대한 가감과 외국의 예를 밝힘으로서 교수-학습의 기초자료로 활용하도록 하였다.

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

• Communications of Mathematical Education
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• v.9
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• pp.41-61
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• 1999

현대 사회의 가장 커다란 특성들 중의 하나는 사회의 다양성과 급속한 변화에 있다. 이러한 다양한 사회의 급속한 변화에 대응하기 위해선, 초등학교에서부터 학습자들의 개인적인 특성, 인성, 수학적 흥미를 고려한 수학교육이 이루어져야 한다. 제 7차 교육과정에서 ‘수요자 중심의 교육’을 강조하는 것도 이와 같은 맥락이라 할 것이다. 본 논문에서는 러시아의 초등학교(1-4학년) 수학 교육에서 다양한 학습자들의 수학적 재능과 흥미를 고려하기 위해 제시하고 있는 다양한 유형의 교육과정들을 살펴보고, 이를 통해, 우리 나라 초등학교 수학교육의 다양성 추구를 위한 몇 가지 가능성들을 제시할 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.579-598
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• 2011

In this study, the 2011 elementary school mathematics curriculum was analyzed compared to the 2007 elementary school mathematics curriculum with a focus on changes in specified learning topics. First, the topics which are dealt with in the 2011 curriculum were critically discussed. Second, prominent features which can be found in learning topics in 2011 curriculum were found. The following three conclusions which can be obtained from above analyzed results were presented. First, system for curriculum development is necessary to supplement. The process of draft development for public hearing and final curriculum development is not exposed anywhere. It is necessary to clean up and disclose this process in order to study and develop next curriculum. Second, it is necessary to modify the way of stating in curriculum. it is necessary to specify and use the expressions to some extent the meaning of which are not sufficiently established and the meaning of which are ambiguous. Third, the achievement standards set by 2011 curriculum needs to be consistent. The principles for stating achievement standards are necessary. it is necessary to review the link between elementary and middle school curriculum is well-made.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.179-203
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Communications of Mathematical Education
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• v.12
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• pp.1-19
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• 2001

유치원과 초등학교 1학년 아동은 그들의 발달특성과 학습의 효율성 측면을 고려할 때, 일상생활 경험과 놀이 활동 등을 이용한 활동중심 교육방법으로 상호 연계성있게 수학을 학습하는 것이 바람직하다. 이러한 필요성에서, 본 연구는 현행 교육과정 상에 제시된 수학교육의 성격과 목표, 내용, 교수방법, 평가 면에서 유치원과 초등학교 1학년 간에 얼마나 연계되어 있는 지를 분석해 보았다. 분석 결과, 유치원과 초등학교 1학년 수학 교육과정 간에는 수학교육의 방향 및 목표, 내용 영역, 교수학습 방법, 평가 면에서 대체로 높은 연계성을 보였다. 그러나 교과 편제나 명칭, 세부적인 내용 구성에서 차이가 있었으므로 이를 해결하기 위한 교육과정 상에서의 연계 실천 방안을 제시해 보았다. 그리고 실제 수학 교육 활동측면에서의 실천 방안으로서 활동중심 교수학습 자료의 개발, 수학 영역 설치를 통한 개별화 교육의 실천, 가정과의 협력 방안 등을 제시해 보았다.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.1-16
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• 2015

This study is a comparative study on the Korean and Chinese elementary school mathematics curriculum. Korea and China have announced a new mathematics curriculum in 2011, and have recently carried out in the whole school year. Korea and China are the countries to manage the national curriculum. The comparison with China is significant because of the similarity of our tradition and culture. In addition, the influence of Chinese education has been increasing gradually. Thus, the curriculum comparison between China and Korea has a significant value. Through this study, I extract the significant implications of mathematics education in Korea. This study can be summarized as the following. First, I have analyzed the elementary mathematics curriculum document systems in Korea and China. Second, I compared the goals of mathematics education in Korea and China. Third, this study compared the content areas and learning in elementary school mathematics curriculum in Korea and China. Fourth, I have analyzed the teaching and learning methods and the assessment of Korea and China. Finally, we compared and analyzed the proposed points for action set out in elementary school mathematics curriculum courses in Korea and China. The results of this study are expected to provide significant implications for the new curriculum document structure and mathematical contents of Korea.