• School Mathematics
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• v.1 no.2
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• pp.661-677
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• 1999

This paper is preliminary study for developing Web-based instruction material to practice open mathematics education in middle school using Web as educational environment. For this purpose, the (textbook-based) curriculum was analysed and then more flexible and differentiated dynamic (web-based) curriculum was suggested.

• Journal for History of Mathematics
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• v.33 no.1
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• pp.1-19
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• 2020

Under 2009 Revised Mathematics Curriculum and 2015 Revised Mathematics Curriculum, mathematics teachers can help students inductively express real life problems related to sequences but have difficulties in dealing with problems asking the general terms of the sequences defined inductively due to 'Guidelines for Teaching and Learning'. Because most of textbooks mainly deal with the simple calculation for the sums of sequences, students tend to follow them rather than developing their inductive and deductive reasoning through finding patterns in the sequences. In this study, we reconstruct 8 problems to find the sums of sequences in MukSaJipSanBup which is known as one of the oldest mathematics book of Chosun Dynasty, using the terminology and symbols of the current curriculum. Such kind of problems can be given in textbooks and used for teaching and learning. Using problems in mathematical books of Chosun Dynasty with suitable modifications for teaching and learning is a good method which not only help students feel the usefulness of mathematics but also learn the cultural value of our traditional mathematics and have the pride for it.

• 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.

• Research in Mathematical Education
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• v.13 no.2
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• pp.91-101
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• 2009

The mathematics curriculum reform has been carried out for almost five years (2004-2008) in the mainland China. But the teaching and learning in mathematics classrooms still are traditional in nature. Analyzing from the cultural angle, some reasons can be found: the orientation of teachers' role, teaching, and learning, the relationships between a teacher and the students, understanding the mathematics, and examination.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.449-460
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• 2015

As a main body of a curriculum, a set of sentences stating mathematical contents plays an important role in teaching and learning mathematics. The contents sentences in the $7^{th}$ version, the 2007 version, and the 2009 version of elementary mathematics curricula were analysed. The elementary mathematics curriculum consists of about 200 contents sentences. The final endings of those sentences are the type of ability such as "to be able to ~". The elementary mathematics curriculum would be managed systematically by disassembling and restructuring those contents sentences. We should state students' activities more concretely by varying the final endings in the curriculum.

• 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.

• Journal for History of Mathematics
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• v.17 no.2
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• pp.53-60
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• 2004

This paper is aimed at studying a meaning of 7-th curriculum in high school mathematics and improvement direction in relation to entrance examinations.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.175-194
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• 2022

This study intends to suggest implications by comparing the high school mathematics curricula between Korea and the UK ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize mathematics after age 16 since 2017. Thus, in this study, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is more emphasized at the high school level. The national curriculum emphasized 'numeracy and mathematics', and students' selection for mathematics courses were expanded. In order to prepare for the future society, new mathematics subjects and evaluations were developed and implemented, and the A-level mathematics was improved. In addition, the subject-centered content was developed and continuously handled from Key Stage 3 to the high school stage. It was structured to facilitate mathematics' internal and external connection by linking it with the subjects of other areas.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.27-32
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• 2001

The paper describes some principles how we design the mathematics curriculum through mathematical Modelling. since the motivation for modelling is that it give us a cheap and rapid method of answering illposed problem concerning the real world situations. The experiment was focussed on the possibility that they can involved in modelling problem sets and carry modelling process. The main principles could be described as follows. principle 1. we as a teacher should introduce the modelling problems which have many constraints at the begining situation, but later eliminate those constraints possibly. principle 2. we should avoid the modelling real situations which contain the huge data collection in the classroom, but those could be involved in the mathematics club and job oriented problem solving. principle 3. Analysis of modelling situations should be much emphasized in those process of mathematics curriculum principle 4. As a matter of decision, the teachers should have their own activities that do mathematics curriculum free. principle 5. New strategies appropriate in solving modelling problem could be developed, so that these could contain those of polya's heusistics

• School Mathematics
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• v.15 no.4
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• pp.759-783
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• 2013

Both curriculum and textbooks play an important role in the process of didactical transposition from mathematics as a science to school mathematics. The 2009 revised national curriculum for mathematics introduced the system of grade-band, so its achievement criteria for mathematical contents tend to be addressed more and less generally in the curriculum. We need to investigate whether the achievement criteria were applied meaningfully in elementary textbooks for mathematics. This study aims to recognize the connection between the curriculum and the textbooks and make a suggestion for composing the following curriculum and its textbooks. To do this, we analyzed the mathematics textbooks for 1~2 grades in relation to the mathematical contents as per reconstructed one of curriculum achievement criteria, the mathematical terms and symbols, and the mathematical processes -mathematical problem solving, mathematical reasoning, mathematical communication. Based this analysis, futhermore, this study includes some didactical discussions and implications for development of mathematics textbooks in 3~4 and 5~6 grade-bands.