• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.227-252
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• 2012

Given the lack of research on the measurement domain, this paper analyzed the statements related to length and area in the curricular materials developed under the 7th and the current mathematics curriculum in terms of the degree of guidance and the key learning elements of measurement. The results showed that despite the similarity of the most prevalent guidance type and learning elements, the current materials used open-ended or combined types in place of guided types and employed measurement reasoning and components while decreasing mere calculation in measurement, in comparison with the previous textbooks and workbooks. This paper close with implications on the revision of curricular materials related to the measurement domain as well as methodological suggestions of textbook analysis.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.355-376
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• 2019

Since the second comprehensive mathematics education plan was announced in 2012, many policies have been implemented based on it. However, due to many changes in various social situations and revision of the curriculum, new plans and policy proposals for mathematics education are strongly required. But, we need to recognize what the changes in the current social and educational situation ask for education in order to make meaningful policy. Therefore, in this study, we intend to develop an appropriate questionnaire to investigate mathematics teachers' perceptions and educational status of mathematics by analyzing former domestic and international studies on the related field and reflecting the educational situation in Korea. When developing questions, experts' opinions were consulted and preliminary on-site survey studies were conducted to maintain the suitability and reliability of the questions. Through these procedure, 33 questions were developed in three areas: teachers' recognition on mathematics education, educational status of mathematics education, and ICT utilization. It will be used as a tool to investigate math teachers' perception and current status of mathematics education and the results from this survey will be useful for developing mathematics education policies for the future.