• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• 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.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.583-605
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• 2016

Problem solving has been consistently emphasized in national mathematics curricula, whereas the foci of such an emphasis have been changed. Given this background, this study traced down major changes in emphasizing problem solving from the first national mathematics curriculum to the most recent 2015 curriculum. In particular, both the 2009 and the 2015 revised curricula were analyzed in detail to figure out the latest emphasis and trends. This paper then investigated whether a series of mathematics textbooks were aligned to the emphases of recent curricula. It finally discussed some issues that we need to reconsider with regards to problems, problem solving strategies, and the process of problem solving. As such, this study is expected to provide textbook developers with detailed implications on how to employ problem solving in new series of textbooks.

• School Mathematics
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• v.17 no.2
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• pp.257-272
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• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.221-240
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• 2018

In this study, we focus on the classifying and representing data in the elementary mathematics curriculum for 1st and 2nd grades which have been rarely addressed in the previous studies. We analyze the significance of classifying and representing sata in terms of statistical problem solving and variability as the core of statistical literacy. As a result, the classifying and representing data are important for students to recognize the variability which is ubiquitous in the data and to construct distribution of data, respectively. They are reflected in the 2015 revised mathematics curriculum as the statistical literacy for addressing data. We suggest some implications to teach the classifying and representing data as the practice of statistical literacy education in their statistics classes for 1st and 2nd grades.

• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

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

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.123-141
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• 2015

The purpose of this study is to reconsider of teaching mathematics problem solving in Korea's elementary school through an analysis of mathematics curricula and mathematics textbooks of the elementary school. As a result, it is found that the problem solving had been emphasized continually from the 4th curriculum to the 2009 revised curriculum. However, contents in their textbooks did not reflect the intent of the mathematics curricula properly. And amount of contents related to teaching about problem solving in the textbooks reached the peak in the 6th mathematics curriculum. Then teaching about problem solving had been weakened gradually. And it is also revealed that there had been a movement to change to teaching for problem solving in the textbooks of the 2007 and 2009 revised curricula. Teaching via problem solving had not been carried out appropriately so far.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• School Mathematics
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• v.17 no.1
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• pp.99-118
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• 2015

The purpose of this study is to investigate teachers' perception of core competencies and affective aspects in mathematics. For this purpose, a nationwide survey was conducted. The survey questionnaire consists of three core competencies including problem solving, reasoning and communication, and two affective aspects including good human nature and attitudes. The survey results were further analyzed based on school level, teaching experience, location of schools, and types of high schools. As a result, four findings were identified. First, elementary school teachers tend to put more emphasis on core competencies and affective aspects than secondary school teachers do. Second, in elementary school level, longer teaching experience is correlated with more positive perception of core competencies and affective aspects. However, there was an opposite tendency in secondary school level. Third, teachers working at schools in metropolitan cities tend to emphasize core competencies and affective aspects more than those at schools located in mid-sized cities and rural areas. Fourth, the school types in high school didn't seem to affect the teachers' perception on core competencies and affective aspects.