DOI QR코드

DOI QR Code

Analysis of the issues derived from the implementation of the 2015 revised mathematics curriculum in 1st and 2nd grade

2015 개정 수학과 교육과정 초등학교 1~2학년 적용에서의 쟁점 분석

  • Received : 2019.03.18
  • Accepted : 2019.05.07
  • Published : 2019.05.31

Abstract

The purpose of this study is to analyze the implementation of 2015 revised mathematics curriculum. This study focused on issues raised from the implementation. The teaching-learning methods for enhancing mathematical competencies, the amount and difficulty of mathematics in the 1st and 2nd grade, the level of vocabulary and sentence for students in the textbooks, and the support for successful implementation of the curriculum were collected and analyzed through questionnaires and interviews. As a result of the research, most of the teachers tried to improve the teaching and learning method considering mathematical competencies, but had difficulty in connecting contents and competencies. They also recognized that the amount and difficulty in the 1st and 2nd grade math, and the level of vocabulary and sentences presented in math textbooks were generally appropriate. However, they pointed out that the textbooks were over-emphasized in various ways out of basic calculation methods, and that the long sentences, which are not easy to read and understand by students who are not familiar with reading Korean, are included in the . They recognised that there is a large difference in level of reading Korean and understanding math among students. So we suggest that more active support is needed for the students who are learning slowly and the students who are having difficulty in reading Korean.

2015 개정 수학과 교육과정의 초등학교 1~2학년 적용 실태 분석 결과, 대부분의 교사들은 '놀이 수학' 코너가 교과역량 함양에 도움이 되며, 수학 학습량 및 내용의 수준, <수학> 및 <수학 익힘>의 어휘 수준과 문장의 길이 등은 적절하다고 보았으나 일부 교사들은 어휘가 어렵고 문장도 길다고 인식하였다. 또한 수학 이해 및 한글 해득에 있어서의 학생 간 수준 차이가 크다는 것이 초등학교 1~2학년 수업 운영의 주된 어려움이라는 교사들의 인식을 토대로 본 연구에서는 수학 이해 및 한글 해득에 어려움을 겪는 학생을 위한 적극적인 지원의 필요성을 제안하였다.

Keywords

SHGHBU_2019_v58n2_263_f0001.png 이미지

[Fig. 1] Research procedure

[Table 2] Survey respondent characteristics

SHGHBU_2019_v58n2_263_t0002.png 이미지

[Table 3] Information about the interviewees

SHGHBU_2019_v58n2_263_t0003.png 이미지

[Table 10] Difficulty of mathematics in elementary school 1st and 2nd grade

SHGHBU_2019_v58n2_263_t0010.png 이미지

[Table 12] Vocabulary level of mathematics textbooks

SHGHBU_2019_v58n2_263_t0012.png 이미지

[Table 1] Survey question content and number

SHGHBU_2019_v58n2_263_t0018.png 이미지

[Table 4] Resources that can be helped to develop mathematical competencies (multiple responses)

SHGHBU_2019_v58n2_263_t0019.png 이미지

[Table 5] Difficulties in developing mathematical competencies (multiple responses)

SHGHBU_2019_v58n2_263_t0020.png 이미지

[Table 6] The extent to which formal changes in elementary school mathematics textbooks helped in learner-centered teaching

SHGHBU_2019_v58n2_263_t0021.png 이미지

[Table 7] The extent to which formal changes in elementary school mathematics textbooks helped in learner-centered teaching (group differences according to whether they are in 1st or 2nd grade)

SHGHBU_2019_v58n2_263_t0022.png 이미지

[Table 8] The amount of learning mathematics in elementary school 1st and 2nd grade

SHGHBU_2019_v58n2_263_t0023.png 이미지

[Table 9] The amount of learning mathematics in elementary school 1st and 2nd grade (group differences according to whether they are in 1st or 2nd grade)

SHGHBU_2019_v58n2_263_t0024.png 이미지

[Table 11] Difficulty of mathematics in elementary school 1st and 2nd grade (Group differences according to whether they are in 1st or 2nd grade)

SHGHBU_2019_v58n2_263_t0025.png 이미지

[Table 13] Vocabulary level of mathematics textbooks (Group differences according to whether they are in 1st or 2nd grade)

SHGHBU_2019_v58n2_263_t0026.png 이미지

[Table 14] Sentence length of mathematics textbook

SHGHBU_2019_v58n2_263_t0027.png 이미지

[Table 15] Sentence length of mathematics textbook (Group differences according to whether they are in 1st or 2nd grade)

SHGHBU_2019_v58n2_263_t0028.png 이미지

[Table 16] Difficulties of mathematics instruction in elementary school 1st and 2nd grades (multiple responses)

SHGHBU_2019_v58n2_263_t0029.png 이미지

[Table 17] Support for improvement of math classes in elementary school 1st and 2nd grade (multiple responses)

SHGHBU_2019_v58n2_263_t0030.png 이미지

References

  1. Baek, K. S., Park, S. K., Kwon, J. R., & Goo, Y. S. (2012). A study on improvement of level relevance for curriculum of Korean language arts and mathematics in elementary school lower grades. Korea Institute for Curriculum and Evaluation, RRC 2012-3.
  2. Baek, S. G. (2004). Educational research and statistical analysis. Seoul: Kyoyookbook.
  3. Cresswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches : Second Edition. California: Sage.
  4. Han, H, C., Kim, Y. E., Lee, J. Y., Kwak, S. H., Kim, J. Y., & Han, C. H. (2016). A study of the issues in organizing and implementing the 2015 revised elementary, middle, and high school curriculum. Korea Institute for Curriculum and Evaluation, RRC 2016-4.
  5. Kim, H. S., Lee, M. K., Yang, Y. J., Pae, J. K., Lee, Y. M., Kim, J. Y., ..., Lee, S. E. (2018). A study on monitoring implementation of the 2015 revised national subject curriculum (I): monitoring system design. Korea Institute for Curriculum and Evaluation, RRC 2018-5.
  6. Kim, K. J., Kwak, S. H., Paik, N. J., Song, H. H., On, J. D., Lee, S. M., ..., Hwang, K. H. (2015). A development of draft in 2015 revised curriculum. Ministry of Education & National Curriculum Revision Research Committee.
  7. Kwon, J. R. (2017). Elementary school teachers’ perceptions and demands on the 2015 revised mathematics curriculum. The Mathematical Education, 56(2), 213-234. https://doi.org/10.7468/MATHEDU.2017.56.2.213
  8. Kwon, J. R., Park, E. A., Kim, H. K., Lee, Y. M., Kang, M. K., Song, M. Y., ..., Seo, Y. G. (2016). Application plans of subject curriculums according to the 2015 revised curriculum : Focusing on elementary and middle-schools. Korea Institute for Curriculum and Evaluation, RRC 2016-8-1.
  9. Lee, J. S., Kim, E. J., & Kim, D. H. (2018). Analysis of perceptions of media reports on '2015 revised national curriculum'. The Journal of Learner-Centered Curriculum and Instruction, 18(1), 239-261. https://doi.org/10.22251/jlcci.2018.18.24.239
  10. Lee, M. S. & Lee, S. M. (2014). A study of the way improve elementary school curriculum. Korea Institute for Curriculum and Evaluation, RRC 2014-3.
  11. Min, Y. S., Choe, S. H., Oh, E. S., Yang, J. S., Kim, H. M., Han, H. C., ..., Choi, J. Y. (2012). Application and quality-management plan for subject curriculums of elementary and middle-schools, according to the 2009 revised curriculum. Korea Institute for Curriculum and Evaluation, RRC 2012-1.
  12. Ministry of Education (2018). Elementary mathematics teacher's guide book 1-1. Seoul: Chunjae Education.
  13. Ministry of Education. (2013). Establishment of university entrance system for 2017. Ministry of Education Press Release(dated October 25, 2014)
  14. Ministry of Education (2014). Key points of the general outline of the 2015 integrated curriculum. Ministry of Education Press Release(dated Sep 24, 2014)
  15. Ministry of Education (2015a). Confirmation and announcement of the 2015 revised curriculum. Ministry of Education Press Release(dated Sep 23, 2015)
  16. Ministry of Education. (2015b). Mathematics curriculum. Ministry of Education Notice, No. 2015-74.
  17. Park, E. A., Byun, H. H., Kim, H. K., Kim, H. J., Yu, C. H., & Jung, C. K. (2017). How to apply 2015 national curriculum to school subjects : focusing on the general highschool. Korea Institute for Curriculum and Evaluation, RRC 2017-3.
  18. Park, K. M., Lee, H. C., Park, S. H., Kang, E. J., Kim, S. H., Rim, H. M., ..., Yeo, M. J. (2015). A development of draft for 2015 revised mathematics curriculum. Kofac Research Report BD15120005.
  19. Park, S. K., Baek, K. S., Han, H. J., & Han, C. H. (2010). A study on the issues in organizing and implementing the 2009 revised elementary school curriculum. Korea Institute for Curriculum and Evaluation, RRC 2010-21-1.
  20. Rim, H. M., Kim, S. K., & Park, J. H. (2018). Development of assessment framework and items of NAEA considering the math competencies of the 2015 revised mathematics curriculum. School Mathematics, 20(1), 65-82. https://doi.org/10.29275/sm.2018.03.20.1.65
  21. Shim, S. A. (2015). The characteristics and issues of the 2015 revised national mathematics curriculum of Korea : reduces the learning content and classifies the high school geometry as an elective career course. educational reseach, 64, 7-29. https://doi.org/10.17253/swueri.2015.64..001
  22. Suh, B. E., Han, H. S., Joo, H. Y., & Choi, N. K. (2018). Mathematical process and mathematical competency in mathematics education. Korean Society of Mathematical Education Yearbook 2017. Seoul : Kyungmoonsa.