• Communications of Mathematical Education
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• v.38 no.1
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• pp.27-48
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• 2024

In order to prepare for changes in future society, cross-curricular learning is emphasized, and the need to link cross-curricular learning topics and subjects is increasing. However, there are few studies on how to deal with cross-curricular learning in mathematics education. This study analyzed the contents and methods of cross-curricular learning topics in subject-specific curriculum and mathematics textbooks. As a result of the study, the curriculum can be categorized into four types according to the variety of cross-curricular learning topics applied and the presence or absence of a main cross-curricular learning topic, and the mathematics curriculum belongs to the type where some cross-curricular learning topics are dealt with passively and there is no main topic. On the other hand, the analysis of 10 math textbooks for grades 5 and 6 according to the 2015 revised curriculum showed that, unlike the curriculum, various cross-curricular learning topics were applied in the textbooks, mainly environment and sustainable development education, safety and health education, career education, character education, and economic and financial education. In addition, in mathematics textbooks, cross-curricular learning topics appeared in various types such as materials, questions, explanations, illustrations, and in many cases, they appeared mainly as materials or illustrations. Based on these findings, implications were explored and suggested on how to integrate and apply cross-curricular learning topics in mathematics.

• 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.

• East Asian mathematical journal
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• v.31 no.2
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• pp.275-299
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• 2015

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through survey data and focus group interview on structures of textbooks. First, We collect online survey results which 2333 elementary school teachers participated. Next, We interview focus group(8 teachers) about shapes of textbooks, quantity of learning contents, activities and problems for evaluation in the mathematics lessons. Storytelling is especially issued in the 2009 revised mathematics curriculum. We intensively discuss learning and teaching methods with application of storytelling textbooks; interests of students, role of storytelling textbooks etc. As results of analysis, the positive rate to use the 2009 revised textbooks is relatively high about shapes and activities of textbooks. But there is more considered about storytelling method. Storytelling may be positive on improvement of learning interests and participation of students. In order to develop these advantages, studies in relation of storytelling are more proceeded and teaching materials for teachers are required effectively in order to applicate to the elementary school.

• Journal for History of Mathematics
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• v.12 no.1
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• pp.45-52
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• 1999

This study is an analysis on the Arithmetic education curriculum of elementary school in Japan that will become effective from April 1, 2002. In new curriculum, loaming are highly reduced and mediated. This curriculum is characterized by the slow and interesting Arithmetic education focusing on creativity, student-based Arithmetic education, and real life-related Arithmetic education.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.19-41
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• 2019

In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.369-385
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• 2023

As the 2022 revised mathematics curriculum emphasizing competency cultivation was announced, the researcher analyzed the connection between competency, content system, and achievement standards in elementary school mathematics curriculum. The results of the analysis of the link between the competency of the curriculum revision research report, its sub-elements, the 'process and skills' of the curriculum content system, and the achievement standard verb are as follows. First, most of the five curriculum competencies (problem solving, reasoning, communication, connection, and information processing) of the mathematics department are implemented as "process-skills" of the content system, which is further specified and presented as an achievement-based verb. Second, the five competencies were not implemented with the same weight in all areas, and the appropriate process-skills were differentiated and presented according to the content of knowledge-understanding by area/grade group. Third, verbs of the achievement standards were more rich than before in the 2022 revised elementary school mathematics curriculum. Fourth, 'understanding' throughout the entire area was still presented as the highest proportion. Through the research results, the researcher discussed clearly establishing the meaning of problem-solving capabilities in the future and developing and presenting "understanding" as a more specific process or skills.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.215-238
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• 2016

The 2015 national revised curriculum was notified officially the last year. The intent and direction of the revision caused more or less change for mathematical contents to be taught and is expected to cause a considerable change in math class. In the level of elementary school mathematics, it turned that several contents were deleted or moved to the upper grades because the revision focused especially both on reducing students' burden of learning and on fostering the mathematical key competences. This study aims to examine the relevance of the change through investigation of the national curriculums for elementary school mathematics since 1946. The mathematical contents to be analyzed in this study were mixed calculation of natural numbers, mixed calculation of fractions and decimal fractions, position and direction of objects, are/hectare and ton, the range of numbers and estimating, surface and volume of cylinders, pattern and correspondence, and direct/inverse proportionality, which were changed in any aspect relative to 2009 national revised curriculum. Based on the results of these analyses, the discussion will provide some suggestions for setting the direction of elementary mathematics curriculum.

• Journal of Educational Research in Mathematics
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• v.20 no.1
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• pp.45-56
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• 2010

This research analyzes the elementary school mathematics curriculum in Korea in accordance with the teaching units devised by the German mathematics pedagogue, Wittmann(1984). Teaching units, a systematic teaching content organized according to the 4 elements of objectives, data, functions, and backgrounds, helps educators and professors plot for the systematic organization and structural understanding of the materials necessary in teaching. This research presents the extracting process of teaching units step by step based on the 2007 revised mathematics curriculum and also demonstrates the new alternative method to analyze and review the entire education courses through it. Teaching units is not immutable, but rather pursuing and developing a model that consistently through the constant complementary efforts by the research experts. On that account, many researchers and field professors continuously devote their efforts to develop and innovate it so that it can be practically used as an essential tool to establish a new mathematics curriculum.

• School Mathematics
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• v.5 no.2
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• pp.151-165
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• 2003

So far there have been intermittently quantitative and syntactic analyses of the past elementary mathematics curriculums to comprehend elementary mathematics education in Korea. However, we think we also need qualitative and semantic analyses to comprehend and examine the past elementary mathematics curriculums exactly and so to look out on our future elementary mathematics education. Generally, school mathematics curriculum reflects both the philosophical aspects of mathematics itself that form the background of the philosophy of mathematics education and the sociological aspects in real mathematics class that could be the output of the curriculum. With this view, the logic of the social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. With this kind of method of analysis we got the results that: the past Korean elementary mathematics curriculums mainly have the tendency from the ideology of the progressive educator(the 1st) to of the technological pragmatist(the 2nd), from that of the old humanist(the 3rd and 4th) to the progressive educator(the 5th and 6th) again, and lastly that of social constructivism(the 7th).

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.631-655
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• 2015

Children's early mathematics education sets the tone for their later learning of mathematics. So the importance of early mathematics education has been emphasized day by day and there has been growing interest in it. The purpose of this study is to examine the possibility of including standards for kindergarten in mathematics curriculum and to select the specific content knowledge for designing mathematics curriculum focusing on continuity of kindergarten and first grade. To do this, continuity between kindergarten mathematics and the first grade mathematics were examined by investigating the five countries' mathematics curricula which include kindergarten level. Based on the results, the content standards of kindergarten mathematics were constituted in the categories of 'number and operation', 'geometry', 'measurement', 'pattern', and 'data and chance', following the some principles of selection. Finally, the implications for attainment of continuity between kindergarten and elementary mathematics were induced, containing the discussion of the methods for teaching and learning mathematics in the kindergarten level.