• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.633-658
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• 2010

This study aimed to analyze the debate on the Elementary School Mathematics Contents in the new National Elementary Mathematics Curriculum developed in 2006. With this, the feature of the new National Mathematics Curriculum compared with the past 7th National Elementary Mathematics Curriculum was investigated. And the drafts on developing the new National Elementary Mathematics Curriculum were investigated as well. Three main controversies were identified. The first controversy was related to the item which had been dealt in middle school curriculum and moved to elementary school in the new National Mathematics Curriculum (e.g. equations, direct proportion and inverse proportion). The second one was related to the order of teaching fraction. The third one was related to the fact that problem solving became one of the five domains in Elementary School Mathematics Curriculum. Those controversies came from a basic belief on the ranges and depths of elementary school mathematics, didactical point of view, or thoughts on what should the content in the National Mathematics Curriculum be. The issues and suggestions that were discussed in this paper might serve to improve the National Mathematics Curriculum.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.83-100
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• 2010

This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.

• 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.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.29-37
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• 2006

최근 나타나고 있는 이공계기피 현상으로 인해 우리나라 과학계 및 과학교육은 큰 위기를 맞고 있다. 21세기 국가의 생존을 위해서는 과학기술의 발전이 그 무엇보다도 중요하다. 과학기술 기반을 튼튼히 하기 위해서는 과학기술계에 종사할 적절한 수준의 인적자원이 필요하며, 이와 같은 인적자원 육성은 초중등학교 과학교육에서 기초가 다져진다고 할 수 있다. 교육과정은 학교 교육의 기본 설계도라고 할 수 있기 때문에 교육과정이 어떻게 개정되느냐에 따라 초중등학교의 과학교육은 엄청난 영향을 받게 된다. 현재 제7차 교육과정이 전면적으로 시행되고 있으나 국가${\cdot}$사회의 다양한 요구에 의해 교육과정 개정이 불가피하게 되었으며, 이에 따라 교육인적자원부는 교육과정 개정을 추진하고 있다. 이와 같은 중요한 시기에 우리 나라 과학교육의 문제점과 발전 방안을 모색하는 것은 매우 의미 있는 일이 다.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.519-534
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• 2022

This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.129-141
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• 2006

The purpose of this study is to explore the content hierarchy of ICT curriculum in elementary school. Korea Ministry of Education has been released the 2nd ICT curriculum by last year. Over the past few years, several studies have been focused on the problem of 1st curriculum. But there has been no study that tried to find the internal justification of computer subject matter. Also there has been different hierarchy each and every textbook. And, we explored a standards of selection and a principles of organization of computer subject matter. then applied it to the content hierarchy of 2nd ICT curriculum. We tried to find relations with the content hierarchy and the types of thinking learner use. We suggests that computer subject can be organized by hierarchy of content and learners experiences. It can be logically organized between different grade, horizontally organized between same grade.

• School Mathematics
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• v.14 no.1
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• pp.151-163
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• 2012

In 2006 with the revised national curriculum, Elementary mathematics teaching and learning methods are presented in the following ways. Learners explore the way through the operational activities of the teachers and students with learning and learners' active learning activities, etc., and an active learning based on the principle of attention to learning how to maximize the effectiveness are required. In this study, from first grade through sixth grade elementary school mathematics textbooks for all learning activities presented in 10 different types were investigated This result of 5 contents area of number and operation, geometry, probability and statistics, measurement and patterns and problem solving and divided into low, middle, and hight three were intentional. In addition, teachers are looking forward to this result was compared with the type of activity.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• v.2
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• pp.105-109
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• 2006

LNG 선박의 급증에 의한 승무원 심각한 부족현상에 대비하여, STCW의 전면 개정 등과 같은 IMO의 대응은 물론 각 국가에서도 승무원 양성을 위한 교육과정의 개설은 물론 관련 법제 정비 등으로 대응방안을 마련하고자 노력을 하고 있다. 이러한 시점에서 국제해사대학연합과 한국해양대학교를 중심으로 한 아시아 LNG 교육훈련센터에서는 향후 국제무대에서 활약할 LNG 교육훈련강사를 양성하기 위한 전문과정을 추진하고 있다. 이 발표에서는 LNG 교육훈련 전문강사 과정의 개요를 살펴보고, 이러한 과정을 효율적으로 운영하기 위한 시뮬레이터의 활용방안에 대하여 설명하고자 한다.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.95-103
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• 2008

The 7th national mathematics curriculum was revised in 2007. According to the revision curriculum, new texts and guides are developed and will come into effect for elementary and secondary school in 2009. Some contents are shifted and also newly added at the revision curriculum. This paper analyzed the gap between the revision and the 7th national mathematics curriculum based on the shifts in contents, and investigated on the difficulties that some graders probably will undergo owing to shifting the contents between grades. As a result, several important problems were found in some graders between the revision and the 7th national mathematics curriculum. In particular, some graders could not have a chance to learn some mathematical concepts without another lesson plans. For some graders, special lesson plans and supplementations are required. The brief summary of these supplementations as follows: ⅰ) For entering students in 2005, the supplementations about equations and direct proportion and inverse proportion should be needed at the 6th grade in 2010 or at the 7th grade in 2011. ⅱ) For entering students in 2006, the supplementations about estimations and correspondence should be needed at the 4th grade in 2009 or at the 5th grade in 2010. And the supplementations about the relation of fractions and decimals and the ratio should be needed at the 5th grade in 2010. ⅲ) For entering students in 2007, the supplementations about the addition and subtraction of time using second unit and the addition and subtraction of weight should be needed at the 3th grade in 2009 or at the 4th grade in 2010.