• Journal for History of Mathematics
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• v.33 no.1
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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.

• Journal of the Korean School Mathematics Society
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• v.18 no.2
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• pp.169-186
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• 2015

According to changes of college admission policies and the first application for 2009 revised mathematics curriculum, we should redefine characterization of mathematics section in 2017 College Scholastic Ability Test(CSAT) and prepare a plan on details of making questions related to it. Specially, we need to reflect the voices of the school site in order to determine the method of making CSAT questions which is consistent with the intent of it and contributes to the normal operation of high school curriculum. In this study, we polled out 312 schools among 2,338 high schools nationwide and math teachers of the schools were been chosen were surveyed. The sampling method used a proportionate stratified sampling by the department of education. Analyzing the results of the survey, We redefined characterizations and roles of mathematics section in 2017 CSAT and suggested the details including questions distribution according to optional object of 2017 CSAT mathematics section.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.83-100
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• 2010

This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.

• 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.

• School Mathematics
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• v.15 no.4
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• pp.801-818
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• 2013

The purpose of this study is to investigate the relation between major subjects of industrial circle high school and mathematics matched with present 2007 revision curriculum. We compare and analyze learning contents in industrial circle's math education via various aspects including methods of explanations, contents domains, and contents levels. The analysis followed by the research study performed with literature study of curriculums and text books. Our research indicates that school curriculum should be reflected relation between industrial high school's each major course and mathematics, so each major course curriculum should be different. Many contents beyond high school mathematics were founded. Hence suitable mathematical maturity and levels within standard high school math curriculum should be considered when one make text books of major course in industrial circle high school.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.373-391
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• 2020

This study is an analytical study on textbooks of , which was first presented in the 2015 revised high school mathematics curriculum. The textbook has a very high educational significance in that it is the first textbook developed for students majoring in economics. Analyzing whether these textbooks faithfully follow the spirit of the curriculum is an essential study for nurturing creative and convergent human beings and for personal self-realization. Therefore, in this study, a consistency analysis was conducted to determine whether the textbook fits the textbook development direction suggested by the curriculum developer and is appropriate for the state-approved mathematics curriculum. As a result of analysis, the contents of the textbook did not partially meet these criteria and lacked consistency. In conclusion, it is necessary to prepare more thorough standards for the examination and recognition of high school elective courses in the future.

• East Asian mathematical journal
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• v.36 no.4
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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.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.231-242
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• 2006

National curriculum is very important for the future of nation. So, continuous efforts are needed to improve the national curriculum. This study examined the issues and the problems related with the 7th optional mathematics curriculum, and gave the message about th: methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th optional mathematics curriculum. 264 high school mathematics teachers are participated in this survey. We found the result that the 7th optional mathematics curriculum has the problem in contents and management. So, this study gave not only the problem but also the various concrete methods for management of the 7th optional mathematics curriculum. We hope that mathematics education members research and argue about the optional mathematics curriculum for next curriculum.

• East Asian mathematical journal
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• v.32 no.2
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• pp.233-251
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• 2016

This study aims to investigate the presence/absence of subjects in the area of finance insurance sector in the past and corresponding areas of the courses in accordance with the reform of Korean school mathematics curriculum. In addition, the study had analyzed the linkage to the curriculum of the subjects for the Junior High, and High School in accordance with the school mathematics as mathematical knowledge base. As the results of this study, it was identified that the knowledge of mathematical contents addressed in the school mathematics education had a very high connectivity as basic mathematical knowledge to understand and utilize high level of the insurance mathematics required for the job performance in the finance insurance sector.

• Proceedings of the KIEE Conference
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• 2004.07e
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• pp.3-9
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• 2004

This research is that concern in mathematics education of Technical high school Department of Electricity in the 7th educational curriculum. Indicated problem of mathematics education of Technical high school Department of Electricity at 7th educational curriculum as that compare mathematics subject contents with difference of Technical high school mathematics education in the 6th and the 7th educational curriculum. And examine major subject contents, analyzed contents of mathematics that must supplement and mathematics which use in major subject. Established contents of electricity mathematics education that need to major learning to satisfy target of technical high school technical education that is presented in the 7th training courses with this analysis