• Communications of Mathematical Education
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• v.24 no.3
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• pp.503-523
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• 2010

The current mathematics curriculum are consist of the following domains: 'Characteristics', 'Objectives', 'Contents', 'Teaching and learning method', and 'Assessment'. The mathematics standards which students have to learn in the school are presented in the domain of 'Contents'. 'Contents' are consist of the following sub-domains: 'Number and Operation', 'Geometric Figures', 'Measures', 'Probability and Statistics', and 'Pattern and Problem-Solving' (Elementary School); 'Number and Operation', 'Geometry', 'Letter and Formula', 'Function', and 'Probability and Statistics' (Junior and Senior High School). These sub-domains of 'Contents' are dealing with mathematical subjects, except 'Problem-Solving' at the elementary school level. In this study, the sub-domain of 'mathematical process' was suggested in an equal position to the typical sub-domains of 'Contents'.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.201-213
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• 2005

The purpose of this study is to find research areas that were less represented by the researchers of mathematics textbooks and to provide feedback for the research and development of mathematics curriculum and textbooks. In order to complete this study, we analyzed comparative studies of mathematics textbooks published in Korean. This study analyzed 107 comparative studies published until recently based on following aspects: countries studied (North Korea, U.S.A., and Japan), Math curriculum studied (6th and 7th mathematics curriculum), and Math contents studied (probability and statistics) and etc. The result of this study suggests that the content area of creative problem solving was particularly less represented by the studies published and require more concern from the mathematics education researchers

• Journal of the Korean School Mathematics Society
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• v.24 no.2
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• pp.191-216
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• 2021

This study analyzes how statistical literacy is implemented along with the statistical problem-solving process as described in the Statistical Estimation Unit of the textbook by the 2015 revised mathematics curriculum. The analytical framework was developed from the literature, and consists of 'context', 'variability', 'mathematical and statistical knowledge', 'using of technological instruments', 'critical attitude', and 'communication'. From the perspective of the statistical problem-solving process, the analysis revealed that many tasks equivalent to 'Analyzing Data' but lacked tasks related to 'Interpreting Results' and 'Formulating Questions'. As a result of analyzing the reflection of each element of statistical literacy, 'mathematical and statistical knowledge' was the most common task, but 'critical attitude' and 'using of technological instruments' were rarely dealt with. Based on the results of this textbook analysis, it was intended to provide implications for improving the curriculum and the development of textbooks for the growth of statistical literacy.

• Journal of the Korea Society of Computer and Information
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• v.21 no.7
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• pp.85-92
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• 2016

The law of large numbers, central limit theorem, and connection among binomial distribution, normal distribution, and statistical estimation require dynamics of continuous visualization for students' better understanding of the concepts. During this visualization process, the differences and similarities between statistical probability and mathematical probability that students should observe need to be provided with the intermediate steps in the converging process. We propose a visualization method that can integrate intermediate processes and results through Excel. In this process, students' experiences with dynamic visualization help them to perceive that the results are continuously changed and extracted from multiple situations. Considering modeling as a key process, we developed a classroom exercise using Excel to estimate the population mean and standard deviation by using a sample mean computed from a collection of data out of the population through sampling.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.127-137
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• 2000

Based on the contents of probability and statistics areas in the seventh curriculum, we developed a statistics education model programmed by visual basic for upper grade students of elementary schools. The model that was consisted of ten modules can be easily manipulated by elementary schools students. The objects with a variety of colors are presented on P.C monitor and dynamic functions are performed by clicking a mouse. According to the survey after using the model, students positively evaluated the contents and characteristics and showed great interest in the model. We will upload the execution files of the model on our homepage. One can download and use them free.

• Communications of Mathematical Education
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• v.16
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• pp.139-147
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• 2003

While the statistical concept 'order statistics' has a great number of applications in our society ranging from industry to military analysis, it is not necessarily an easy concept to understand for many people. Adding some interesting simulation activities of this concept to the probability or statistics curriculum, however, can enhance the learning curve greatly. A hands-on and a graphic calculator based activities of a missile simulation were introduced by Kim(2003) in the context of order statistics. This article revisits the two activities in his paper and point out a dilemma that occurs from the violation of an assumption on two deviation parameters associated with the missile simulation. A third activity is introduced to resolve the dilemma in the terms of a kernel density estimation which is a nonparametric approach.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.283-300
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• 2011

Since elementary students are in the concrete operational stages, they have to learn mathematics using intuitive methods such as visualization, observation, operation, experiment instead of formal approach. For this, we should present the various intuitive methods in curriculum and textbook. It is because that curriculum and textbook are important tools to students when they study mathematics. So, this paper intended to analyze the instructional content by intuitive principle in elementary mathematics curriculum, textbook and curriculum guide. The results are as follows: there is an intuitive principle in only character of mathematics in curriculum. I can't find the intuitive principle in other areas in curriculum. There are 12 intuitive principles in figures area, 1 in measurement area, and 2 in probability and statistics area in curriculum guide. But intuitive principles which are used are inclined to restricted to intuitive principle via representation obtained in the usual experience. Finally, I suggest some implications about teaching via intuitive principles, curriculum, and writing textbook based on the this findings.

• School Mathematics
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• v.6 no.1
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• pp.1-19
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• 2004

Recently, we have been listening such a words, that is, the crisis of public education through the mass communication such as newspaper or broadcasting. This means that we didn't have an enough opportunity to think it over about good education programme which the education of school can be normalized or the design of curriculum in the current problems such as overcrowded class, teacher and poor finance which is not still solved. As we know, it is true that the older generation is familiar with the rote learning which was under the control of behaviorism for about three hundred years. Fortunately, The 7th curriculum which had made public by the ministry of education on 30 Dec. 1997 have changed so many things such as real life based or activity based and so on. But it still leaves something to be desired in reflecting the demand of teachers of field. Taking into account this real situation, I have wondered how they run curriculum and how math learning programme of lower grade is different with ours in New Zealand, etc and so I had tried to find some suggestive points through the comparison of curriculum and text between Korea and New Zealand. But, if we want to compare all the strands of curriculum between two countries, it is too global and so in this paper, we deal with only number and operations(number), measurement, figure(geometry), equation and patter(algebra), probability and statistics(statistics) which are dealt with more comparatively in the lower grade of primary school. Because the main purpose of this paper is a comparison and analysis of the curriculum and math learning program of the lower grade in the primary school between two countries and so we compare global characteristics of education system and curriculum between two countries, at first and then we dealt with the very core part of the content of New Zealand curriculum within the ranges of level 1, 2 and 3 and global characteristics of learning program simultaneously.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.121-132
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• 1999

We have compared Korean and American mathematics curriculums in 5 areas: whole number(concepts and its operations); geometry; pattern and relations; measurements; statistics and probability. We have found significant differences in geometry area. Korean curriculums contain simple planar figures (circles, triangles, rectangles, and squres) and some of the spatial figures until 3rd grades. But in America they learn various planar and spatial fugures(cone, pyramid, triangular prism, etc) since the 1st grade starts. They also start the 1st grade by dealing with topological concepts like open/closed, inside/outside, order, etc. As the grade goes on, students learn other geometrical concepts like congruence, symmetry, 3-dimensional views. We also found that American curriculum focuses on students' activities and courages communication through projects, groupwork, journal writing, etc. It's also superior in respects of motivation, and connections with real life and other subjects. Korean curriculum needs more improvements in these aspects. Furthermore for lower graders reviewing sections need to be enhanced for feedback.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.403-428
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• 2003

This study intends to compare the mathematics contents included in the mathematics curriculum of Korea, California in USA, England, and Japan. The result of this comparison is that there are big differences on ranges, depths, and grades between mathematics contents in four countries' mathematics curriculum. In Korea, more contents are dealt in earlier grade and to higher level than other countries. And, these features are revealed more apparently in the area of algebra, analysis, and geometry than probability and statistics.