• The Mathematical Education
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• v.41 no.1
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• pp.127-137
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• 2002

Discrete Mathematics is newly introduced into the 7th Elementary and Secondary School Mathematics Curriculum of Republic of Korea. Every high school can choose Discrete Mathematics as an optional course from year 2002, but mostly from year 2003. According to its characteristics and objectives in the curriculum, we should know how to implement Discrete mathematics. But it is hard to predict whether Discrete Mathematics will be successful or not, since many studies have shown the lack of readiness for the course. In this study, we analyze the Discrete Mathematics text book developed recently in 2002. Then we see how Discrete Mathematics can be implemented. First, we suggest how the contents in the Discrete Mathematics text book are related to the mathematical values. This will clarify instruction and learning methods in Discrete Mathematics classrooms. Secondly, rich and various discrete contents should be taught. Students should appreciate the realistic merits of discrete mathematics. Thirdly, evaluation methods and their examples will be presented based upon the contents of she text. The evaluation that distinguishes individual achievement levels is closely related with implementation of Discrete mathematics in schools. Finally, we point out the weakness of Discrete Mathematics contents in the 7th curriculum to prepare ourselves for the 8th curriculum.

• Research in Mathematical Education
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• v.1 no.1
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• pp.43-59
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• 1997

Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a "differentiated" curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for "Selective Educational Period" (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.

• School Mathematics
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• v.4 no.4
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• pp.657-675
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• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• School Mathematics
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• v.8 no.3
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• pp.341-364
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• 2006

This paper analyzed contents related to problem solving in the 7th elementary mathematics curriculum in conjunction with main changes in the next curriculum under discussion. This paper then provided detailed analyses of textbooks and workbooks in terms of principal contents, problem solving strategies, content areas, and problem types in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that many issues and suggestions stemming from the analyses will serve basic information to develop next curriculum and its concomitant instructional materials in a way to fostering students' problem solving ability.

• School Mathematics
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• v.7 no.2
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• pp.193-219
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• 2005

This study looked into the procedures of and the status on the implementation of the new mathematics curriculum at the secondary school level(7th through 10th grades). This study examined schools and the teachers were subjects for the actual implementation of the mathematics classroom. More specifically it examined the degree to which the particular innovation ideas of the 7th mathematics curriculum(i.e., reorganization , student-centeredness, diversification/specialization) were being carried out at every stage of the curriculum implementation. Nationwide survey for teachers including students were conducted along with classroom observation and teacher interviews. For an in-depth study into the process and the product of mathematics curriculum implementation, two provincial boards of education participated in the project as research partners. Detailed documentation on the classroom practices were made in order to provide schools and teachers including policy makers with relevant and practical suggestions for further improvement of mathematics curriculum implementation. It was found that mathematics teachers generally were reconstructing the contents giving the priority to the needs of the learners. The concept of learner-centered-ness was reflected in teaching objectives, contents, instructional methods and evaluation. In most schools observed, emphasis was given to the reorganization of the curriculum contents fitting to the concept of 'student-centered' curriculum. The efforts by teachers to diversity and/or specialize the curriculum contents with consideration of various educational conditions such as student readiness, student abilities, classroom equipment and facilities, school locations and environment were found.

• Research in Mathematical Education
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• v.8 no.2
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• pp.95-106
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• 2004

The purpose of this paper is to diagnose the problems of the revision process of the curriculum, and identify the issues in relation to the 7th mathematics curriculum. From the review on the curriculum revision process in Korea, three issues were identified; timing and scale of curriculum revision, research and curriculum revision, and the relationship between the revision of the overall curriculum and that of a subject curriculum. Regarding the mathematics curriculum, the three issues were raised for further discussion; lack of philosophy behind the mathematics curriculum, optimization of mathematics educational content, and differentiated curricula for students of different abilities.

• School Mathematics
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• v.6 no.2
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• pp.213-233
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• 2004

This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the elementary school level, especially focused on the subjects of schools and the teachers for the actual curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is be-ing implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of "(1)reorganization, (2)student-centeredness, and (3)diversification/specialization" of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation.

• The Mathematical Education
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• v.42 no.3
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• pp.265-274
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• 2003

To learn number system is a basic thing in school mathematics. In this paper, we analyze how number system is introduced in the 7th national curriculum and text books according to it. We found that the method of introducing number system is quite different from the former curriculum and former text books. There are many negative effects on the transition when compared with those of United States of America. There are many gaps between elementary school mathematics and middle school mathematics about levels and skills to deal with numbers. It is desirable to distinguish the negative sign from subtraction and to keep the concepts of commutativity and associativity of operations from the beginning. We also suggest to change the introducing timing and extension methods of number system in 7th grade mathematics.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.137-156
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• 2001

IEA's Third International Mathematics and Science Study(TIMSS) from 1994-1995 has placed Korea as one of the top three countries among 45 countries that participated in the study in mathematics achievement for the 3rd, 4th, 7th, and 8th grade students. While the test scores were excellent, the study also showed that mathematics education in Korea needed improvements in student attitudes, technology incorporation, and gender difference in achievement. An analysis of the a survey conducted as part of the mathematics curriculum research program showed that very little progress has been made in these areas for the past 5 years. Moreover, the progressively declining attitudes towards mathematics for high school students is a problematic phenomena for educators as we believe that mathematics is becoming even more important in an information technology based society. A comparison between the top three TIMSS scoring countries (Korea, Singapore, and Japan) and low scored country (U.S.) was made In this paper. We also compare some of problematic results from TIMSS to those from EERI Curriculum Study implemented in 2000. The study shows that simply using technology and improving student attitudes do not necessarily guarantee improved performance. Most of educators agree that potential for technology is great for both changing the way students learn and improving the attitudes of students. However, improperly implemented technology can hinder rather than help the educational process. Therefore, as we begin to implement and use more and moore technology, it is critical to develop the proper curriculum, training for teachers and research programs to track the progress and to make the necessary adjustments to provide the best possible education for our students. Another TIMSS result shows for all four grade levels(3rd, 4th, 7th, 8th), Korea shows the highest gender difference among all the participating countries. TIMSS data such as this is valuable to benchmark all types of information to get a better understanding about what is happening for improvements in math curriculum in Korea. More research needs to be done in comparing the performance of Korean mathematics education to understand both the strengths and weaknesses of our curriculum so that improvements can be made.