• Communications of Mathematical Education
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• v.36 no.1
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• pp.139-170
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• 2022

In relation to differentiated mathematics education, Russia has a longer experience in research and practice than Korea. The mathematics curriculum for 10-11 grades currently in use in Russia is a level-specific curriculum and consists of a basic level and an advanced level. And in Russia mathematics textbooks for 10-11 grades are also textbooks for each level. In this study, we analyzed basic level textbook and advanced level textbook written by the same author group among the textbooks 'Algebra and Introduction of Mathematical Analysis' of the 10th grade in Russia. To analyze the main learning contents and textbook descriptions that were added in advanced level the 'real numbers' and 'complex numbers' sections were studied. The main contents of basic and advanced level textbooks for 'functions', 'trigonometric functions', 'trigonometric equations', 'conversions of trigonometric expressions', and 'derivatives', which are included in both basic and advanced textbooks were compared and analyzed, and the descriptive characteristics of the definitions and theorems presented in the two levels of textbooks were also compared and analyzed. From the results of this study, it is expected that various information on the contents of various level textbooks of mathematics, the differences between textbooks for each level, and strategies for the composition of textbooks for various level can be accumulated.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.977-998
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• 2009

In this article, we give a comparative study on the last 300 years of USA and Korean tertiary mathematics. The first mathematics classes in United States were offered before July, 1638, but the real founding of tertiary mathematics courses was in 1640 when Henry Dunster assumed the duties of the presidency at Harvard. President Dunster read arithmetics and geometry on Mondays and Tuesdays to the third year students during the first three quarters, and astronomy in the last quarter. So tertiary mathematics education in United States began at Harvard which is the oldest college in USA. After 230 years since then, Benjamin Peirce in 1870 made a major and first American contribution to mathematics and got an attention from European mathematicians. Major change on the role of Harvard mathematics from teaching to research made by G.D. Birkhoff when he joined as an assistant professor in 1912. Tertiary mathematics education in Korea started long before Chosun Dynasty. But it was given to only small number of government actuarial officers. Modern mathematics education of tertiary level in Korea was given at Sungkyunkwan, Ewha, Paichai, and Soongsil. But all college level education opportunity, particularly in mathematics, was taken over by colonial government after 1920. And some technical and normal schools offered some tertiary mathematics courses. There was no college mathematics department in Korea until 1945. After the World War II, the first college mathematics department was established, and Rimhak Ree in 1949 made a major and first Korean contribution to modern mathematics, and later found Ree group. He got an attention from western mathematicians for the first time as a Korean. It can be compared with Benjamin Peirce's contribution for USA.