• The Mathematical Education
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• v.45 no.2 s.113
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• pp.231-242
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• 2006

National curriculum is very important for the future of nation. So, continuous efforts are needed to improve the national curriculum. This study examined the issues and the problems related with the 7th optional mathematics curriculum, and gave the message about th: methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th optional mathematics curriculum. 264 high school mathematics teachers are participated in this survey. We found the result that the 7th optional mathematics curriculum has the problem in contents and management. So, this study gave not only the problem but also the various concrete methods for management of the 7th optional mathematics curriculum. We hope that mathematics education members research and argue about the optional mathematics curriculum for next curriculum.

• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.453-469
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• 2005

In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• The Korean Journal of Applied Statistics
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• v.18 no.1
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• pp.229-249
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• 2005

In Korea, mathematics education of 1-10 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and Statistics has been carried out as a part of this curriculum. We analyze 1-10 grade mathematics textbooks and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• School Mathematics
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• v.15 no.4
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• pp.975-994
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• 2013

In this paper, we analyzed the utilization trend of technology in the secondary mathematics textbooks based on the 6th, 7th and 2007 revised mathematics curriculums in Korea. We analyzed 30, 60 and 90 mathematics books based on the 6th, 7th and 2007 revised mathematics curriculums respectively. The analysis focused on three aspects of using technology, i.e., contents areas in which technology used, technological tools and programs used, and methods of using technology in teaching and learning mathematics. The results shows that the frequency of using technology in mathematics books has been increased as mathematics curriculum has been revised. In the mathematics books based on th 6th curriculum, only 25 scenes were found, but in 7th and 2007 revised curriculum 248 and 355 scenes were found. In the 6th curriculum, calculators and graphing calculators were used mainly, but in the 7th and 2007 revised curriculum many kinds of technological tools and softwares were used including CAS, dynamic geometry software, spreadsheets, programming language, and the Internet. Especially the internet was used frequently in the 7th curriculum. And the methods of using technology has been diversified as time passed. In the 6th curriculum, the technology mainly used for introducing technology and simple calculation, but in the 7th and 2007 revised curriculum the technologies and software were also used for understanding mathematical laws, principles and concepts and students-centered exploring the mathematical properties.

• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• 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.

• School Mathematics
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• v.6 no.2
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• pp.213-233
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• 2004

This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the elementary school level, especially focused on the subjects of schools and the teachers for the actual curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is be-ing implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of "(1)reorganization, (2)student-centeredness, and (3)diversification/specialization" of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation.

• The Mathematical Education
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• v.42 no.3
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• pp.265-274
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• 2003

To learn number system is a basic thing in school mathematics. In this paper, we analyze how number system is introduced in the 7th national curriculum and text books according to it. We found that the method of introducing number system is quite different from the former curriculum and former text books. There are many negative effects on the transition when compared with those of United States of America. There are many gaps between elementary school mathematics and middle school mathematics about levels and skills to deal with numbers. It is desirable to distinguish the negative sign from subtraction and to keep the concepts of commutativity and associativity of operations from the beginning. We also suggest to change the introducing timing and extension methods of number system in 7th grade mathematics.

• Journal of the Korean Data and Information Science Society
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• v.18 no.4
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• pp.1065-1071
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• 2007

A partial amendment of probability and statistics education in Korea has carried out from January, 2007. We have compared between the patial amendment and 7th national mathematics curriculum. Some ideas are proposed to achieve goals of the revision; textbooks of mathematics are well supervised by well-trained statisticians and teachers are periodically trained for the statistical knowledge.

• School Mathematics
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• v.8 no.3
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• pp.341-364
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• 2006

This paper analyzed contents related to problem solving in the 7th elementary mathematics curriculum in conjunction with main changes in the next curriculum under discussion. This paper then provided detailed analyses of textbooks and workbooks in terms of principal contents, problem solving strategies, content areas, and problem types in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that many issues and suggestions stemming from the analyses will serve basic information to develop next curriculum and its concomitant instructional materials in a way to fostering students' problem solving ability.