Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on Coherence in the Structure of IB DP Mathematics Curriculum Documents

IB DP 수학과 교육과정 문서 체재의 일관성 분석 연구

  • Received : 2021.02.27
  • Accepted : 2021.03.25
  • Published : 2021.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to drive the implications for the structure of mathematics curriculum documents in Korea, exploring the coherence in the documental structure of the IB DP mathematics curriculum, which is gaining international attention. The documents of the IB DP mathematics curriculum were analyzed based on the coherence of external and internal structures. First, the curriculum was consistently described by subject and topic, presenting the table of contents and structure of the documents in the same format. Second, the descriptions of the curriculum between subjects and within the subjects were consistent through the same composition of the subject and assessment methods, the presentation of big ideas, and 'Guidance, clarification and syllabus links'. Third, in 'Connections', the curriculum documents were described with coherence through linking with other subjects by describing the connection plan with the real-world contexts, other subjects, and the 'Theory of Knowledge' in the IB curriculum. Based on these findings and implications for the concreteness and consistency of the components in mathematics curriculum documents, we propose the coherence between the presentation of subject areas and assessment methods of the revised curriculum, and the implementation of coherence in documental structure through links with other subjects.

이 연구는 우리나라 차기 수학과 교육과정의 문서 체재의 일관성 구현의 시사점을 도출하기 위해 국제적으로 주목받고 있는 IB 교육과정 내의 수학과 교육과정 문서 체재의 일관성을 탐구하였다. 이를 위해 IB DP 고등학교 교육과정 문서의 외·내적 체재의 일관성을 기준으로 분석하였다. 먼저, IB DP 수학과 교육과정은 문서의 목차와 형식을 동일하게 제시하여, 과목별·주제별로 교육과정 문서는 일관된 서술을 보였다. 다음으로, 동일한 과목 주제 구성 및 평가방법의 구성, 빅 아이디어 제시, '안내, 명료화, 교수요목 연계'와 같은 장치 마련을 통해 일관성 있는 과목 간, 과목 내의 교육과정 문서의 서술을 이루었다. 마지막으로, '연결'에서 실세계 맥락, 다른 과목, IB 교육과정 '지식론'과의 연계 방안을 서술함으로써 타 교과와의 연계를 통해 교육과정 문서의 일관된 서술을 이루었다. 이러한 연구 결과를 토대로 수학과 교육과정 문서 항목의 구체적이고 일관적인 제시, 개정 교육과정의 과목별 영역과 평가 방법의 일관적인 제시, 타 교과와의 연계를 통한 일관성 있는 교육과정 문서 구현에 대한 시사점을 도출하였다.

Keywords

References

  1. Kang, I-S., Hong, H-J., & Sung, Y-K. (2006). A comparative study of AP and IB: Curricula that work for advanced high school students. Korean Journal of Comparative Education, 16(4), 207-235.
  2. Kang, H. Y., Ko, E. S., Lee, D. H., Lee, H., Tak, B., Cho, J. W., & Kim, S. H. (2018). A study on professional development program for mathematics teachers about process-focused assessment. Journal of Educational Research in Mathematics, 28(3), 321-343. https://doi.org/10.29275/jerm.2018.08.28.3.321
  3. Kang, H. (2020). Exploration of the meaning and characteristics of key concepts in the international baccalaureate. Journal of Learner-Centered Curriculum and Instruction, 20(4), 489-510. https://doi.org/10.22251/jlcci.2020.20.4.489
  4. Ministry of Education. (2020). Mathematics curriculum. Proclamation of the Ministry of Education #2020-236[Annex 8]. Sejong: Author.
  5. Kwon, M. (2019). Comparative analysis of physics subjects in IB and 2015 revised curriculum - focused on the unit 'Forces and Motion', 'Electricity and Magnetism'. New Physics: Sae Mulli, 69(10), 1072-1090. https://doi.org/10.3938/NPSM.69.1072
  6. Kwon, O. N., Park, S., & Lee, K. (2019). The mechanisms of coherence between general and subject curriculum documents: Focusing on mathematics curriculum development procedures in Australia and Japan. The Journal of Curriculum Studies, 37(3), 171-197. https://doi.org/10.15708/KSCS.37.3.8
  7. Kwon, O. N., Lee, K., Lee, A., & Han, C. (2019). A comparative study on the external & internal structure of mathematics curriculum between Korea and Japan: Focusing on the aspects of recent revisions. Journal of the Korean Society of Mathematics Education Series A: The Mathematical Education, 58(2), 187-223.
  8. Kim, S. H., Lee, E. J., & Kim S. M. (2020). A comparative analysis of international curriculum and Korean mathematics curriculum. KOFAC Research Report C1015119-01-01.
  9. Kim, S. H., Kim S. M., Lee, E. J. (2020). Exploring the direction of high school mathematics education based on IB DP curriculum. Journal of Educational Research in Mathematics, 30(2), 329-351. https://doi.org/10.29275/jerm.2020.05.30.2.329
  10. Kim, S. H., & Ahn, S. I. (2020). Ways to settle process-focused assessment through analysis of the IB MYP and DP mathematical assessment system. Journal of Educational Research in Mathematics, 30(3), 445-463. https://doi.org/10.29275/jerm.2020.08.30.3.445
  11. Kim, J-M., & Lee, W-G. (2011). Analysis of the congruence between objectives and evaluation in middle school informatics textbooks from the perspective of curriculum alignment. The Journal of Curriculum and Evaluation, 14(3), 129-155. https://doi.org/10.29221/jce.2011.14.3.129
  12. Kim, J-S. (2006). A critical review of the structure of 7th national curriculum documents. The Journal of Curriculum Studies, 24(1), 121-151.
  13. Park, K., Lee, H., Park, S., Jang, H., Lee, M., Kwon, O. N., ..., & Kang, S. (2015). A development of a draft for the 2015 revised mathematics curriculum II. KOFAC Research Report BD15110002.
  14. Byun, H. H., Cho, S. M., Rim, H., Choi, I. S., Oh, T-K., Kang, E. J., ..., Choi, Y. R. (2017). A Study on the Development of Evaluation Criteria for High School Mathematics based on the 2015 Revised Curriculum. Sejong: Ministry of Education.
  15. Bae, E-J. (2020). Reconstructing Korean language curriculum based on a backward design - Focusing on the design of the International Baccalaureate unit -. Korean Language Education, 169, 91-123. https://doi.org/10.29401/KLE.169.4
  16. So, K. H. (2000). A study on the conflict between general and subject curriculum in the revision practice of Korean national curriculum. The Journal of Curriculum Studies, 18(1), 201-218.
  17. Sohn, M. H., Cho, H. Y., Jin, D. S., Kim, K. H., & Park, J. H. (2018). A Study on Application Method of IB AP Curriculum at High School Level. Ministry of Education Policy Research Report.
  18. Shin, J. S. (2011). A comparative study of mathematics curriculum in Finland. Journal of the Korean Society of Mathematics Education Series C: Education of Primary School Mathematics, 14(3), 225-236.
  19. Yang, H. J., Choa, J. S., & Choe, S. H. (2015). A comparative study of mathematics textbook between 2009 revised curriculum and IB diploma program - the case of high school algebra. Journal of the Korean Society of Mathematics Education Series E: Communications of Mathematical Education, 29(3), 391-421.
  20. Oh, K., Ha, J., & Lee, S-H. (2017). Review and alternatives to the internal consistency of home economics curriculum components: Focused on the clothing & textiles area. Journal of Korean Home Economics Education Association, 29(3), 49-75. https://doi.org/10.19031/jkheea.2017.09.29.3.49
  21. Lee, K. S., Kim, S. K., Choi, I. S., Kang, S. K., Kang, I. S., Kim, S. J., ..., Choi, I. S.(2018). A Study on the Development of Evaluation Criteria for High School Mathematics(Carrer-related Electives Courses) based on the 2015 Revised Curriculum. Report of the Korea Institute for Curriculum and Evaluation CRC 2018-11.
  22. Chung, S., & Kwon, S. (2019). IB DP core subjects and their local relations: An examination of the Jeju international school practice. The Journal of The Korean Association of Geographic and Environmental Education, 27(4), 17-38. https://doi.org/10.17279/JKAGEE.2019.27.4.17
  23. Jeong, H-J. (2013). Studies on the adaptation of the international baccalaureate curriculum in local schools. The Journal of Curriculum Studies, 31(4), 195-212. https://doi.org/10.15708/kscs.31.4.201312.008
  24. Hong, H., & Lim, Y. (2019). Restructuring academic high school subjects and courses based on implications from analysis of the International Baccalaureate Diploma Programme. The Journal of Curriculum Studies, 37(1), 29-56. https://doi.org/10.15708/KSCS.37.1.2
  25. Anderson, L. W. (2005). Objectives, Evaluation, and the Improvement of education, Studies in Educational Evaluation, 31(2-3), 102-113. https://doi.org/10.1016/j.stueduc.2005.05.004
  26. Beane, J. A. (1995). Toward a Coherent Curriculum. The 1995 ASCD Yearbook.
  27. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  28. Fortus, D., & Krajcik, J. (2012). Curriculum coherence and learning progressions. In Second international handbook of science education (pp. 783-798). Springer, Dordrecht.
  29. IBO(2019a). Mathematics: analysis and approaches guide. IBO.
  30. IBO(2019b). Mathematics: applications and interpretation guide. IBO.
  31. IBO(2019c). Diploma Programme Mathematics: analysis and approaches teacher support material. IBO.
  32. OECD(2005). The definition and selection of key competencies: Executive summary. Retrieved from http://www.oecd.org/pisa/35070367.pdf
  33. Schmidt, W., Wang, H. C., & McKnight, C. C. (2005). Curriculum coherence: an examination of US mathematics and science content standards from an international perspective. Journal of Curriculum Studies, 37(5), 525-559. https://doi.org/10.1080/0022027042000294682
  34. Schmidt, W. H., & Prawat, R. S. (2006). Curriculum coherence and national control of education: issue or non-issue?. Journal of Curriculum Studies, 38(6), 641-658. https://doi.org/10.1080/00220270600682804