• East Asian mathematical journal
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• 제35권4호
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• pp.365-386
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• 2019

This study was based on the analysis of changes in curriculum of elementary mathematics curriculum, and changes in curriculum of middle school and high school mathematics curriculum. The purpose of this study is to analyze the movement of learning contents among the school levels based on the middle school mathematics curriculum and to summarize the influence on the curriculum of middle school mathematics according to the movement of learning contents. The research conducted according to the purpose of this study is as follows. First, we analyzed the trends of mathematical contents between elementary and middle schools after the movement of ten mathematics curriculums. Second, we analyzed trends of learning factors after mobility and mobility between middle school and high school. Third, the characteristics of 'the contents of mutual movement based on middle school' and 'the contents deleted from middle school' were analyzed. The results of this study are expected to reflect on current and past curriculum and to give meaningful implications to the composition of new curriculum.

• 한국학교수학회논문집
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• 제2권1호
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• pp.5-13
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• 1999

The purpose of this paper was to discuss critical issues of 30% reduction and introduction of the contents for new Mathematics Curriculum at middle school in Japan in 2002. This paper consisted of three part: (1) The contents of the new mathematics curriculum in middle school in japan. (2) Discussion about critical issues of 30% reduction of the contents for new Mathematics Curriculum. (3) Proposal of the point of view about 2000 mathematics curriculum in Korea. The authors pointed out that the reduction of the mathematics curriculum in Korea should be considered of a true reduction more carefully.

• East Asian mathematical journal
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• 제36권4호
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• pp.493-513
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• 2020

The reason for this study is that the learning content of geometric construction in school mathematics is very insufficient. Geometric construction not only enables in-depth understanding of shapes, but also improves deductive proof skills. In school mathematics education, geometric construction is a very important learning factor, and educational significance is very high in that it can develop reasoning skills essential to the future society. Nevertheless, the reduction of geometric construction learning content in Korean curriculum and mathematics textbooks is against the times. Therefore, the purpose of this study is to analyze the transition of geometric construction learning contents in middle school mathematics curriculum and mathematics textbooks. In order to achieve the purpose of this study, the following studies were conducted. First, we analyze the characteristics of geometric construction according to changes in curriculum and textbooks. Second, we develop a framework for analyzing geometric construction tasks. Third, we explore geometric construction tasks according to the developed framework. Through this, it is expected to provide significant implications for the geometric areas of the new middle school curriculum that will be developed in the future.

• Communications for Statistical Applications and Methods
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• 제7권1호
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• pp.337-356
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• 2000

In Korea mathematics education of middle school has been taken according to the 6th national mathematics curriculum which was renovated by the Ministry of Education announcement in 1992. The eight middle school mathematics textbooks are composed of under this curriculum The education of probability and statistics has been carried out as a part of statistics education centering around middle school's mathematics textbooks.

• 대한수학교육학회지:수학교육학연구
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• 제22권2호
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• pp.261-275
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• 2012

2011 교육과정의 기하 영역에는 명료하지 않게 제시된 부분이 있다. 본 연구에서는 명료하지 않아 교육과정의 의도와 달리 잘못 해석될 가능성이 있는 기호 $\overline{AB}{\perp}\overline{CD}$, 간단한 작도와 합동인 도형의 성질, 삼각형의 결정조건, 회전체, 정당화, 닮음의 중심, 닮음의 위치, 삼각형의 중점 연결 정리, 피타고라스 정리, 원주각의 성질의 불명료성에 관해 논의하고 있다. 본 연구의 결과를 바탕으로 결론으로서, 차기 중학교 수학과 교육과정의 개발과 관련하여 다음 세 가지 논의 주제를 제공하고자 한다. 첫째는 교육과정에서의 불명료성 해소이다. 둘째는 공신력 있는 해설서의 발행이다. 셋째는 충분한 연구 결과의 축적을 바탕으로 한 교육과정 개발이다.

• 한국수학사학회지
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• 제33권1호
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• pp.55-71
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• 2020

In this study, the situation of publishing middle and high school mathematics textbooks used at the period of the first curriculum were investigated. In the period of the first curriculum, middle and high school textbooks were used from 1956, and middle school textbooks were used until 1965, and high school textbooks were used until 1967. First of all, the announcements of the ministry of education related to the textbook authorization were examined in the government official gazettes of 1956~1967. However, there were considerable typographical errors in these announcements of the ministry of education. So textbooks used at that period were examined, and typographical errors were corrected by cross-checking the bibliographic information.

• 대한수학교육학회지:수학교육학연구
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• 제11권2호
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.179-194
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• 2001

The seventh curriculum put into operation gradually from first-year student in 2000 academic years of elementary school is subject to form and apply a step-wise level curriculum. Mathematics(correspond to junior high school course from 7th school year to 9th school year) should apply a step-wise level curriculum from 7th school year in 2001 academic years. Accordingly, mathematics teachers must diagnose actual conditions of educations, distribution tables of test results, step-wise teaching-studying programs etc. They also make proper plans suitable for actual situations of each school, prepare appropriate teaching materials and aids. I investigated preceding studies planned for preparation of putting into operation of a step-wise level curriculum. It showed that most of the studies were conducted at schools of medium or large scale and studies conducted at schools of small scale was rare. There were 113 small scale middle schools out of total 297 middle schools in Kyongsangbuk-do area in 2000. In this situation, I felt necessities of modeling of a step-wise level curriculum suitable for small scale schools. In this study, I modeled a step-wise level curriculum suitable for small scale middle schools, applied this model to 44 students in M middle school. I modeled two types of curriculum. One is a step-wise level curriculum that execute special supplementation process to students who do not complete 7-가 step successfully. The other is a step-wise level curriculum which is a regular model for a step-wise level of 7-나 step. I carried out an academic achievement test and intimacy test about mathematics before and after the application of the model. In this study, I found out that this model was very effective in academic achievement of students and helpful to declined students in scholarship. In the intimacy test, It was found out that most of the students gained confidence in mathematics, felt less anxiety, formed positive self consciousness. Therefore, I think that this model will be helpful to the application of the seventh step-wise level curriculum.

• 대한수학교육학회지:학교수학
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• 제1권2호
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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.

• 한국수학교육학회지시리즈A:수학교육
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• 제59권2호
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• pp.167-183
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• 2020

본 연구는 중학교 수학과 교육과정의 수와 연산 영역의 시대적 변천 과정을 분석하고, 그 결과를 바탕으로 수와 연산 영역에서 수학 학습내용의 재구조화 방향 제시를 위한 문헌 연구이다. 이를 위해 1차 중학교 수학과 교육과정부터 2015개정 중학교 수학과 교육과정까지 제시된 수와 연산 영역의 내용을 고찰하였고, 이를 바탕으로 수와 연산 영역의 수학 학습내용에 대한 분석을 실시하였다. 먼저 비교 분석의 기준을 3차 중학교 수학과 교육과정으로 설정하였고, 분석을 위한 수학 학습내용으로 내용요소와 학습요소로 세분화하여 기본 분석틀을 개발하였다. 최종적으로는 이러한 기본 분석틀을 기초로 수와 연산 영역의 핵심 이슈가 되는 수학 학습내용을 추출하여, 추출된 수학 학습내용에 대해 세계 여러 나라 교육과정에서 다루고 있는 현황을 비교 분석하였다. 최종적으로 본 연구를 통해 중학교 수와 연산 영역에 대한 새로운 교육과정 개발에 유의미한 재구조화 방향을 제시하였다. 본 연구의 결과가 새로운 교육과정 개발의 토대가 될 것으로 기대된다.