• The Mathematical Education
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• v.58 no.2
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• pp.187-223
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• 2019

This study aims to investigate the aspects of revision in the external and internal structure of curriculum and documentation in Korea and Japan and to propose the direction and task to enhance the current framework of the national curriculum. Japan has been selected for comparison in that it explicitly prepared social changes such as the dramatic evolution of artificial intelligence and population aging in its new curriculum. Therefore, various aspects of revision were analyzed the 2009 & 2015 revised mathematics curriculum of Korea and the 2008 & 2017 mathematics curriculum of Japan respectively in the elementary, middle, and high school grade bands. Then, the differences between the two countries were identified through comparison. First, the structure of the mathematics curriculum in Japan was connected with the general guidelines more tightly than Korea, and the external structure of the mathematics curriculum stayed consistently after the revision. Second, contrary to Korea, which pursued the appropriateness and reduction of mathematical content, Japanese mathematics curriculum has been pursuing detailed contents both quantitatively and qualitatively. Lastly, Japan emphasized statistical problem-solving ability. Based on this, we suggested considering of consistency in the structure curriculum documentation, detailing contents of the curriculum, and strengthening of statistical education.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.375-396
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• 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 the Korean School Mathematics Society
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• v.21 no.1
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• pp.19-37
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• 2018

In this study, the actual state of teaching seven extensive quantities (time, length, capacity, weight, area, angle measure, volume) of measurement domain are analyzed comparatively between the 2015 revised elementary school mathematics curriculum in Korea and the 2017 revised elementary school mathematics curriculum in Japan in terms of comparison in measurement, direct measurement, indirect measurement, and estimation in measurement. From the results of this comparative analysis, some implications for discussion on the development of the next elementary school mathematics textbook and the next elementary mathematics curriculum can be suggested. First, it is necessary to discuss on clarifying the range of handling of comparison, direct measurement, indirect measurement, estimation of seven extensive quantities respectively. Second, it is necessary to discuss on doing direct comparison when intuitive comparison is difficult. Third, it is necessary to discuss on reconsidering indirect comparison of weights. Fourth, it is necessary to discuss on reconsidering measurement using arbitrary units in case of angular measures. Fifth, it is necessary to discuss on dealing with estimating the area of $1cm^2$ and $1m^2$ and the volume of $1cm^3$ and $1m^3$ for the purpose to make rough guesses their size respectively.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.135-160
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• 2017

Since mathematics textbooks for 6th graders based on the 2009 revised national curriculum were applied to the site, there has been a note pointing out that the unit of 'ratio and rate' causes some learning difficulties. This implies the necessity of search for desirable methods of organizing the unit of ratio and rate in mathematics textbooks. This study analyzed and compared Korean and foreign mathematics textbooks on ratio and rate longitudinally and horizontally, respectively. For longitudinal analysis, we selected the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we took the mathematics textbooks of Japan, Singapore, Hong Kong, and Finland. In each textbook, the contents and the order in relation to ratio and rate, the definitions of terminology, and the methods for introducing related concepts are set as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about ratio and rate. Based on these results, we suggested some implications for writing the unit of ratio and rate in elementary mathematics textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.263-289
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• 2017

New mathematics textbooks for elementary school students are under development according to the 2015 national revised curriculum. Not only contents but also framework of textbooks may be interesting to the mathematics educators and researchers. Considering the high dependency on textbooks in elementary classrooms, the influence of the framework of textbooks in mathematics learning cannot be overlooked. The unit and lesson frameworks of the textbook are important because they are directly related to the quality of mathematic lessons, especially when teachers make a lesson plan based on the unit and lesson frameworks of the textbook. This study is to analyse the unit and lesson frameworks of elementary school mathematics textbooks and to find out elementary school teachers' preference about its analysed key points. For longitudinal analysis, we selected 3rd-grade mathematics textbooks of 5th, 6th, 7th, the 2007, and the 2009 national revised curriculums. For horizontal analysis, we selected 3rd-grade mathematics textbooks of Korea, Japan, United States and Finland. We compared unit and lesson frameworks of various textbooks, and abstracted key elements of the textbook frameworks, and constructed survey questions. Looking at results from survey questions based on analysed key points, we were able to grasp the teachers' preference for unit and lesson frameworks for mathematics textbook. Based on the results of this study, some implications for the development of framework for new mathematics textbooks are suggested.