• School Mathematics
• /
• v.14 no.4
• /
• pp.531-552
• /
• 2012

In December of 2009, General Guidelines of Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. Based on the examination the backgrounds and the basic directions of revision newly reformed mathematics curriculum should be applied in math class effectively and efficiently. According to this purpose, this paper first of all finds out what are the major points or difficulties to be caused by managing 'Mathematics Curriculum Revised in 2009' according to the change of 'General Guidelines of Curriculum Revised in 2009'. They are i) the implementation of grade band system, ii) management of differentiated class, and iii) increasing or decreasing of 20% in math class hour. According to those three points to be changed and reinforced newly in new curriculum, this paper investigates the alternatives and policy of dealing with smoothly and efficiently those issues while solving the difficulties.

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

• Journal of the Korean School Mathematics Society
• /
• v.17 no.4
• /
• pp.437-464
• /
• 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.

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

• School Mathematics
• /
• v.17 no.1
• /
• pp.1-18
• /
• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• Journal of Educational Research in Mathematics
• /
• v.22 no.4
• /
• pp.603-617
• /
• 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 for History of Mathematics
• /
• v.22 no.1
• /
• pp.111-124
• /
• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

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

• School Mathematics
• /
• v.15 no.4
• /
• pp.759-783
• /
• 2013

Both curriculum and textbooks play an important role in the process of didactical transposition from mathematics as a science to school mathematics. The 2009 revised national curriculum for mathematics introduced the system of grade-band, so its achievement criteria for mathematical contents tend to be addressed more and less generally in the curriculum. We need to investigate whether the achievement criteria were applied meaningfully in elementary textbooks for mathematics. This study aims to recognize the connection between the curriculum and the textbooks and make a suggestion for composing the following curriculum and its textbooks. To do this, we analyzed the mathematics textbooks for 1~2 grades in relation to the mathematical contents as per reconstructed one of curriculum achievement criteria, the mathematical terms and symbols, and the mathematical processes -mathematical problem solving, mathematical reasoning, mathematical communication. Based this analysis, futhermore, this study includes some didactical discussions and implications for development of mathematics textbooks in 3~4 and 5~6 grade-bands.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.3
• /
• pp.267-287
• /
• 2015

In this paper, based on the results of analysis on types and strategies of estimation in measurement in the textbooks according to 2009 revised elementary mathematics curriculum, the following four implications are suggested for curriculum development and textbook development for a later date. First, it is necessary to reconcile curriculum and textbooks in contents for estimation in measurement. In 2009 revised elementary mathematics curriculum, only estimation in length, estimation in capacity, estimation in weight, estimation in angular measure are presented. However, estimation in time and estimation in area are presented in textbooks. Second, it is necessary to introduce various strategies for estimation in measurement. In teacher's manual, three strategies like using referent, chunking, unitizing are illustrated. But in textbooks, such strategies are not illustrated properly. Third, the meaning of the 'estimate' need to be clarified. In textbooks, 'estimate' are used also in other contexts. Fourth, it is necessary to clarify whether or not to deal with estimation in time, estimation in area, and estimation in volume in the school curriculum. In 2009 revised elementary mathematics curriculum, estimation in time, estimation in area, and estimation in volume are not mentioned explicitly.