• Research in Mathematical Education
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• v.11 no.2
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• pp.87-100
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• 2007

This paper is intended to document the development of the Mathematics across the Curriculum (MAC) movement, following a mathematics problem solving model. Of course, just as new, related problems often arise after we have completed the solution of a current mathematics problem, so too, many questions remain regarding the future of MAC. Although preliminary assessments have been favorable, no broad-based evaluation of the impact of MAC has been conducted. To what extent has the promise of increased student understanding of mathematics and its connections to other disciplines been realized? What can be done to overcome logistical obstacles preventing instructors from working together in real schools settings? Are changes in institutional culture and relationships among academics merely transitory? Is the development of a strong base of curricular materials forthcoming? In other words, will MAC reach a level of educational permanence, or ultimately be discarded as another interesting, but unmanageable instructional fad?

• The Mathematical Education
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• v.52 no.4
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• pp.443-464
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• 2013

The purpose of this study is to identify the first graders' mathematics learning abilities in elementary school. To do this, I examined the first graders on their mathematics learning abilities, and analyzed the test results. Although all of the evaluation factors are composed the mathematical contents which are taught in elementary school, the correct answer rate of them were very high. The results of this study will be used as the basis. for developing the mathematics curriculum and textbook in elementary school. Also first grade teachers can use the results of this study as a basis when they plan a instruction for the first graders.

• Research in Mathematical Education
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• v.17 no.3
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• pp.153-167
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• 2013

Mathematics has been stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementrny and secondrny school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards.

• Research in Mathematical Education
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• v.16 no.4
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• pp.245-263
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• 2012

The Korean mathematical curriculum has been changed three times during the resent five years. It led to changes in textbook system. In the 2007 revised mathematics curriculum, workbook was developed focusing on student's self-oriented learning, effective practice in differentiated classroom, and mathematics problem solving considering individual difference. This paper examines the characteristics of the tasks and the way the tasks are organized in the textbooks and the workbook in accordance with the 2007 revised mathematics curriculum; comparing with the function section before and after the amendment. Researchers examine whether the textbook and workbook were accomplished the purpose with "cognitive expectation", "level of cognitive demand", "and "response types". Researchers revised framework of [Son, J. W. & Senk, S. (2010). How reform curricula in the USA and Korea present multiplication and division of fraction. Educ. Stud. Math 74(2), 117-142] to make them suitable for the function section at the seventh grade.

• East Asian mathematical journal
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• v.27 no.2
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• pp.243-259
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• 2011

The Yang-Hui arithmetic(楊輝算法) is a crucial textbook on mathematics for make out the Orient mathematics. In this thesis, compare the Yang-Hui arithmetic and the part of the equation and the function both in the middle school mathematics of the 7th Educational Curriculum Revision. As well, drawing a parallel between two things is the solution that had given in the Yang-Hui arithmetic and have given in the middle school textbook of the 7th Educational Curriculum Revision.

• 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 School Mathematics Society
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• v.4 no.1
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• pp.1-8
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• 2001

This paper discusses some variables of innovation arised in the Mathematical Curriculum reform, This means that we should consider the curriculum change based on those variables so that the Mathematical Curriculum could be created on our culture, need of industrial society and nation's system. Those variables could be described as follows. (1) Extension of Compulsory Education (2) Needs of industrial society (3) Change of School environment (4) Integration of School subjects The research method used in the study was the interview-analysis method which the researcher firstly send the questionnaire and then have interviews with the target people. This study also suggests informally a possible solutions of problem that current mathematical curriculum is faced. Those solutions include the change of mathematics syllabus based on the adaption toward the real problems arised in real world.

• The Mathematical Education
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• v.58 no.1
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• pp.55-77
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• 2019

Textbooks play a very important role as a medium for implementing curriculum in the school. This study aims to analyze tasks for mathematical competencies in the high school 'mathematics' textbooks based on the 2015 revised mathematics curriculum emphasizing competencies. And our study is based on the following two research question. 1. What is the relationship between core competencies and mathematical competencies? 2. What is the distribution of competencies of tasks for mathematical competencies presented in the textbooks? 3. How does the tasks for mathematical competencies reflect the meaning of the mathematical competencies? For this study, the tasks, marked mathematical competencies, were analyzed by elements of each mathematical competencies based on those concept proposed by basic research for the development of the latest mathematics curriculum. The implications of the study are as follows. First, it is necessary to make efforts to strengthen the connection with core competencies while making the most of characteristics of subject(mathematics). Second, it needs to refine the textbook authorization standards, and it should be utilized as an opportunity to improve the textbook. Third, in order to realize competencies-centered education in the school, there should be development of teaching and learning materials that can be used directly.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.429-447
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• 2021

This study explored the changes in storytelling styles in high school first-year textbooks between the 2007 Revised National Curriculum of Mathematics and the 2015 Revised National Curriculum of Mathematics. The results are indicated as follows. First, the quantitative aspect of storytelling gradually increased in the textbook aligned with the 2015 Revised National Curriculum of Mathematics. Second, as for types of storytelling, the real-life connection and academic convergence types appeared most frequently, followed by mathematical history inquiry types, decision-making types, and tool utilization types. Third, storytelling appeared most frequently in 'main-body' of a lesson in terms of textbook content composition, followed by 'introduction', 'lesson materials', and 'evaluation'. This study implies that more diverse stories need to be developed; including the mathematical history inquiry types, the decision-making types and the tool use types. Textbooks should be organized not that the piecemeal storytelling presented in 'introduction' of a lesson but that a coherent story penetrates the entire unit to be utilized until the end of the lesson.

• East Asian mathematical journal
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• v.30 no.2
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• pp.197-222
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• 2014

The purpose of this research is to find out if it is possible to apply the Waldorf School's mathematics education method to Korean alternative schools which are run under the national curriculum. To achieve this, the researcher conducted class on geometry for three weeks with ten 7th graders(four girls and six boys) from Apple Tree Waldorf alternative school in Busan, which has adopted Valdorf education courses. For the first two weeks, the class was about 'fundamental geometrical construction', and then it was evaluated. On the third week, the lesson was on plane figures, followed by a test with 9 plane figure questions that are based on general middle school mathematics curriculum. The result shows that most of the students understood 'fundamental geometrical construction'. When it comes to the test on 'plane figures', seven students got 8 out of 9 right, two students got 6 out of 9 right, and one of them had difficulty solving the questions. According to the results of this research, it is thought that there will be no problem for students to understand mathematical concept even if the Waldorf School's mathematics education method is applied to Korean alternative schools. Also, the Waldorf School's mathematics education method is considered to be a good teaching model for the Korean mathematics curriculum which places emphasis on 'mathematical creativity' in regard to the curriculum and contents.