• Title/Summary/Keyword: comparative study of international mathematics curriculum

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A study on content curriculum mapping of Korea in the OECD education 2030 project: Focused on mathematics (OECD Education 2030 교육과정 내용 맵핑 본검사 참여 연구 : 수학과를 중심으로)

  • Cho, Seongmin;Lee, Mee-Kyeong
    • The Mathematical Education
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    • v.58 no.4
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    • pp.507-518
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    • 2019
  • The OECD launched the Education 2030 project to develop a learning framework and to conduct the international comparative study on curriculum. As a part of the OECD international curriculum analysis, Korea Institute for Curriculum and Evaluation(KICE) conducted a main study of Curriculum Content Mapping (hereafter, CCM) in the 7 learning areas/subject areas such as national languages, mathematics, humanities/social sciences, natural science, physical education/health, arts, and technologies. The CCM study aimed to identify how the competencies on CCM framework were reflected in the Korea curriculum. For this purpose, KICE identified the competencies on CCM framework, revised the coding framework, and undertook the mapping process. In this study, we gathered the CCM data as an evidence of how competencies on CCM framework were embedded in the 2015 revised mathematics curriculum. For this purpose, experts in mathematics education undertook the mapping process, we summarized the results of CCM main study in mathematics. As the results, numeracy, critical thinking, problem solving, anticipation, action, reflection were perfectly embedded in the 2015 revised mathematics curriculum. the competencies on CCM framework were embedded in the 2015 revised mathematics curriculum, and but literacy, physical/health literacy, trust, learning to learn, reconciling tension and dilemmas, literacy for sustainable development, financial literacy, and entrepreneurship/enterprising were not clearly related to mathematics curriculum. The mapping results should help the Korea Ministry of Education and KICE for preparing the future curriculum revision and development.

A comparative study of the revised 2022 Korea mathematics curriculum and the international baccalaureate diploma program mathematics: Applications and interpretation standard level - focusing on high school statistics area

  • Soo Bin Lee;Ah Ra Cho;Oh Nam Kwon
    • Research in Mathematical Education
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    • v.27 no.1
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    • pp.49-73
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    • 2024
  • This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.

A Comparative Study of Mathematics Curriculum in Singapore and India to Search for the Implication for the Curriculum Revision in Korea (교육과정 개정의 시사점 도출을 위한 싱가포르와 인도 수학 교육과정의 비교${\cdot}$분석)

  • Park, Kyung-Mee
    • The Mathematical Education
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    • v.44 no.4 s.111
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    • pp.497-508
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    • 2005
  • The investigation of the curriculum in other countries provides meaningful implications to reflect our own curriculum. Since Korea is now under the curriculum revision, international comparative research was conducted with the curricula of Singapore and India to elicit some implications. These two countries were especially chosen because their curricula have not been actively investigated yet. Singapore mathematics curriculum starts the tracking based on students' mathematical ability from the 4th grade, and provides different curricula for the three tracks. This differentiated curriculum provides rich implications to next Korean curriculum which aims to classify the contents based on students' mathematical achievements. Indians, who have contributed significantly in the history of mathematics, have unique mathematics curriculum, remote from so called 'canonical curriculum'. After the U.S. announced the Curriculum and Evaluation Standard for School Mathematics in 1989 and the Principles and Standards for School Mathematics in 2000, many countries benchmarked these NCTM documents, and Korea was no exception. Since each country has their own school system, educational environment, and national mentality, it is not desirable to just adopt the curriculum of other countries. In this regard, Indians who have preserved their own mathematics curriculum can be a model. In sum, when we revise the curriculum, it is required to keep the balance between the open-mindedness to accept the strengths of other curricula, and the conservative attitude to preserve our own characteristics of the curriculum.

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A Comparative Analysis of International Mathematics Curricula Focusing on 'Grade Band' and 'Mathematical Process' (학년군'과 '수학적 과정'을 중심으로 한 외국 수학과 교육과정의 최근 경향 비교.분석)

  • Park, Kyung-Mee
    • School Mathematics
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    • v.12 no.4
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    • pp.667-686
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    • 2010
  • The mathematics curriculum revision is currently underway based on the general curriculum revised in 2009. Two of the controversial issues in mathematics curriculum revision are 'grade band' and 'mathematical process'. To consider the introduction of those two aspects in mathematics curriculum, this study compares and analyzes international mathematics curricula focusing on grade band and mathematical process. As a result, grade band is judged to be not necessary, but mathematical process has a potential to provide practical implication for betterment of mathematics textbook and lesson.

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A Comparative Study of International Mathematics Curriculum on Time of Introduction and Content Organization for Direct and Inverse Proportions and Correlation (정비례/반비례, 상관관계의 도입 시기 및 내용 조직에 대한 교육과정 국제 비교 연구)

  • Kim, Hwa Kyung;Kim, Sun Hee;Park, Kyungmee;Chang, Hyewon;Lee, Hwan Chul;Lee, Hwa Young
    • Journal of Educational Research in Mathematics
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    • v.26 no.3
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    • pp.403-420
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    • 2016
  • Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.

Comparative analysis of the Korean mathematics curriculum contents based on the TIMSS 2019 mathematics assessment framework (TIMSS 2019 수학 평가틀에 기반한 우리나라 수학과 교육과정 내용 비교 분석)

  • Choi, In Seon
    • Journal of the Korean School Mathematics Society
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    • v.23 no.4
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    • pp.449-468
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    • 2020
  • TIMSS is a representative international comparative study that analyzes changes in mathematics and science achievement, and it collects information on the educational system, curriculum, teaching and learning situation of participating countries as well as research and check, and provides implications for each country's mathematics and science education. Although domestic TIMSS studies focused on the results of achievement related to the evaluation of mathematics, not many have taken a closer look at the content and characteristics of the assessment framework. Therefore, the purpose of this study was to analyze the characteristics of the TIMSS 2019 mathematics assessment framework, and to derive implications for the mathematics curriculum and mathematics learning by examining the students' study time in light of the Korean mathematics curriculum. The implications derived from the results of this study are summarized as follows: First, it is necessary to check the connection between content elements in the mathematics and education process. Second, it is necessary to check the appropriateness and connectivity of the learning timing of the content elements in the mathematics and education courses. Finally, it is necessary to verify that the hierarchy of content areas and the structure of content systems in mathematics and education courses are consistent with the direction of mathematics education at the international level. This study can be used as a basis for mathematics and curriculum revisions, and can be used to set directions for the development of large-scale evaluation frameworks.

A Comparative Analysis of the Mathematics Curriculum on Time-related Contents: Focusing on Korea, Japan, Australia, the United States, and Finland (시각과 시간에 대한 수학과 교육과정 국제 비교 연구: 한국, 일본, 호주, 미국, 핀란드를 중심으로)

  • Han, Chaereen
    • Education of Primary School Mathematics
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    • v.24 no.3
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    • pp.115-134
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    • 2021
  • This study implemented a comparative analysis of the international mathematics curriculum on time learning. It aimed the improvement of challenges students facing when they learn time. As a preliminary step, I reviewed the previous literature on teaching and learning of time, and based on this, I drew five issues that require to be considered for better time learning. The coverage of time contents and the learning periods of respective time contents were compared across the mathematics curriculum of Korea, Japan, Australia, the United States, and Finland. The textbook cases of those countries were analyzed with a special focus on the five issues. The results showed that the Korean curriculum assigned time learning contents compressively during short periods compared to other countries. responded to the issues on teaching and learning of time, several improvement ideas were deduced from textbook cases of other countries. Implications for the curriculum reform were discussed underlying the results.

An In-depth Analysis of the Result of the International Comparative Study of Mathematics (학업 성취도 국제 비교 연구에 나타난 우리나라 학생들의 수학 성취도 심층 분석)

  • Park Kyung Mee
    • Journal of Educational Research in Mathematics
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    • v.14 no.4
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    • pp.387-401
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    • 2004
  • The recent international comparative studies such as PISA(Program for International Student Assessment) and TIMSS-R(Third International Mathematics and Science Study-Repeat) provide results of relative mathematics achievement of participating countries. The purpose of this paper is to compare the mathematics results of PISA and TIMSS-R. To make PISA and TIMSS-R results comparable, they were standardized. The close investigation of these standardized results reveals that the two Asian countries(Korea and Japan) and several English speaking countries have the commonality in mathematics achievement. Thus this study looks for patterns and similarities within a group of Asian countries(Korea and Japan) and Western countries(the U.S and Australia) by in-depth analysis of PISA mathematics achievement based on item response theory. As a result, it was noted that Western countries tend to perform well on open constructed items and are likely to perform better when an item involves less formal mathematics. On the other hand, Asian countries perform well when an item involves numeric or algebraic computation related to curriculum-based content, but they are relative poor at an item calls for verbal explanations or interpretations of graphs.

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A Comparative Study of Mathematics Curriculum and National Assessment Between Japan and Korea (일본과 우리나라의 수학과 교육과정과 국가수준 학업성취도 평가 비교)

  • Rim, Haemee;Kim, Bumi
    • School Mathematics
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    • v.16 no.2
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    • pp.259-283
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    • 2014
  • This research investigated the Revised mathematics curriculum and the National Achievement Test of Japan that advanced by leaps and bounds in PISA 2012. As compared with Korea, Japan shows similar trends in the affective domain and the cognitive domain of international achievement test. To put it concretely, this research compared and analyzed the mathematics contents domain of the 2009 revised mathematics curriculum of Korea and the 2008 revised mathematics curriculum of Japan being applied. The analysis was conducted in many aspects including overall of Japanese mathematics education system, the contents to be covered in each grade, and the methods of essential learning themes. We compared the mathematics contents dealt with each country based on the framework of analysis such as

    . Also, this research compared and analyzed overview of evaluation system, assessment frame, item characteristic, type of item of NAEA, NAT, and PISA. The results show the introduction time, the degree of deepening themes handled in each country, common themes and topics were very similar between Korea and Japan. But content area of Japan and Korea have been highlighted in the curriculum of middle school and elementary school in each are different. We know that Test B of NAT also emphasized the use of mathematical knowledge. Form the results, we obtained the basic data for the improvement of the next our curriculum. In addition, this results suggests the implications for the improvement of school mathematics curriculum of Korea.

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  • A Comparative Study of Mathematics Tests in China and UK

    • Bao Jiansheng
      • Research in Mathematical Education
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      • v.10 no.1 s.25
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      • pp.13-31
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      • 2006
    • This paper uses a composite difficulties model developed by the author (Bao 2002a, 2002b) to compare the characteristics of two sample mathematics tests in China and UK. The initial findings were described through five difficulty factors on several difficulty levels. According the initial findings, the author then tries to analyze the styles of mathematics problem-solving and the curriculum backgrounds in these two countries.

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