• 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 of Educational Research in Mathematics
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• v.22 no.2
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• pp.261-275
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• 2012

There are some geometry achievement standards presented indistinctly in middle school mathematics curriculum revised in 2011. In this study, indistinctness of some geometric topics presented indistinctly such as symbol $\overline{AB}{\perp}\overline{CD}$ simple construction, properties of congruent plane figures, solid of revolution, determination condition of the triangle, justification, center of similarity, position of similarity, middle point connection theorem in triangle, Pythagorean theorem, properties of inscribed angle are discussed. The following three agenda is suggested as conclusions for the development of next middle school mathematics curriculum. First is a resolving unclarity of curriculum. Second is an issuing an authoritative commentary for mathematics curriculum. Third is a developing curriculum based on the accumulation of sufficient researches.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.225-236
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• 2011

This study basically investigated the mathematics curriculum of Finland. The curriculum is similar with the 2009's revised mathematics curriculum of Korea in terms of formats, but is different in terms of contents. The mathematics curriculum of Finland is organized into grade bands: grade 1-2, grade 3-5, grades 6-9. And also, it provides the purpose of each grade bands, the purpose of each content areas, the expectation of assessment tested at the end of grade bands.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.349-366
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• 2017

The 2015 revised curriculum is an integrated curriculum that reflects national and societal needs to foster creative convergent talent in the school curriculum. Along with these changes, the Ministry of Education introduced a system to change the major from 2017 to the fourth year of university. Therefore, each university should prepare to reflect the curriculum and institutional change before welcoming students who have completed the 2015 revised curriculum. The university needs to study the countermeasures for implementing the 2015 revised curriculum and expanding the period of major change when preparing the curriculum and contents of the calculus courses that freshmen take. Handong University has been studying the operation methods of new students who want to decide their major at the first grade, such as operating calculus courses at various levels and allocating appropriate proportions of calculus for preliminary examinations. This case is similar to the basic purpose of the revised curriculum in 2015, so it can suggest implications for the operation of the university calculus class after the curriculum revision. In this paper, we have analyzed the results of the recent freshman mathematics test for the recent 5 years and the students' calculus grades and compared them with the contents of the calculus curriculum operated by Handong University and the 2015 revised higher mathematics curriculum. As a result, we proposed five classes of calculus suitable for college major and it was found that the calculus curriculum should include the missing quadratic method in the 2015 revised curriculum.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.369-381
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• 1999

The aim of this study is to analyze the relationships and propose the desirable relationships between mathematics curriculum and curriculum-introduction. Under the purpose of this study, we investigate the coherence of mathematics curriculum and curriculum-introductions which have been revised through the seven curriculum-revisions to the present. And we analyze the change in the education. On the basis on this analysis, we propose mathematics textbooks which can be said that have a strong impact on the practice of mathematics the important points that should be considered in the mathematics curriculum-revision. First, we need to reconsider the order of the mathematics curriculum-revisions which has been going on from curriculum-introduction to mathematics curriculum. Second, we should take more efforts in developing the mathematics textbooks and reflect the voice of the mathematics textbooks and reflect the voice of athematics leachers in the more positive way.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.199-216
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• 1998

One of the main features of the 7th revised national curriculum is the implementation of a 'Differentiated Curriculum'. Differentiated Curriculum is often interpreted as meaning the same as 'tracking' or 'ability grouping' in western countries. In the 7th revised curriculum, mathematics is organized and implemented by 'Level-Based Differentiated Curriculum'. To develop mathematics textbooks and teaching-and-learning materials for Differentiated Curriculum, the ideas of 'Enriched and Supplemental Differentiated Curriculum'need to be applied, that is, to provide advanced contents for fast learners, and plain contents for slow learners. Level Based Differentiated Curriculum could be implemented by ability grouping either between classes or within classes. According to these two exemplary models, the implementation models for supplemental course and enriched course are determined. The contents for supplemental course are comprised of minimal essential elements selected from the standard course at a decreased level of complexity and abstraction. The contents of enriched courses are focused on various applications of mathematical knowledge in the real world. Special remedy course will be offered to extremely underachieved students, The principles of developing teaching-and-learning material for special remedy course were obtained from the histo-genetic principle, progressive mathematizing principle, and constructivism.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.19-37
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• 2018

The purpose of this study was to analyze the multicultural mathematics education factor shown in mathematics textbook. For this purpose, 2015 revised curriculum, mathematics textbook and teacher's guide book of first and second grade were analyzed using framework for multicultural mathematics education factor. The results of this study revealed that the general guideline of the national curriculum included 'culture identity', 'diversity of knowledge' and 'social problem solving' but the curriculum of mathematics excluded 'culture identity'. Nevertheless, mathematics textbook showed various multicultural mathematics education factor except 'social problem solving'. But there are several kinds of problem. Fist, application level of multicultural mathematics education factor was mostly low. Second, history of mathematics and culture aspects were Europocentric. Thirds, characters in mathematics text book were excessively standard. there weren't other ethnicity, the disabled, multicultural students. On the basis of these results, this paper includes several implications for the future multicultural mathematics education in elementary school.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.109-135
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• 2012

In December of 2009, General Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. In this new curriculum, Creativity is emphasized as the ability pursued in General Curriculum Revised in 2009. Accordingly, for the purpose of fostering students with creative and challenging minds, teaching and learning methods including the objectives and content should be more carefully implemented in math class. In case of the area of Probability and Statistics closely related to real life situations, it is suggested that school curriculum in mathematics would not deal with only mathematical problems on algorithm, but rather present teaching and learning materials related to the real life in order to recognize the usefulness of the content of Probability and Statistics and to learn how to think about it. In this paper, effective guidelines for teaching and learning the content of Probability and Statistics and its activities that follows the direction on Mathematics Curriculum Revised in 2009' are suggested based on the analysis of the PISA and TIMSS international assessments items. Thus, the guidelines suggested in this study would be used efficiently and appropriately for developing instructional materials or planning curriculum revision and setting its direction in the future.