• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.633-658
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• 2010

This study aimed to analyze the debate on the Elementary School Mathematics Contents in the new National Elementary Mathematics Curriculum developed in 2006. With this, the feature of the new National Mathematics Curriculum compared with the past 7th National Elementary Mathematics Curriculum was investigated. And the drafts on developing the new National Elementary Mathematics Curriculum were investigated as well. Three main controversies were identified. The first controversy was related to the item which had been dealt in middle school curriculum and moved to elementary school in the new National Mathematics Curriculum (e.g. equations, direct proportion and inverse proportion). The second one was related to the order of teaching fraction. The third one was related to the fact that problem solving became one of the five domains in Elementary School Mathematics Curriculum. Those controversies came from a basic belief on the ranges and depths of elementary school mathematics, didactical point of view, or thoughts on what should the content in the National Mathematics Curriculum be. The issues and suggestions that were discussed in this paper might serve to improve the National Mathematics Curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.161-178
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• 2011

For the students who live in the knowledge-information oriented society, thinking rationally and training mathematical communication ability are necessary. I represented three ways of teaching-learning related to mathematical communication in revised 2006 curriculum of elementary mathematics. In this study, based on three matters from devised curriculum, I have done survey-analysis of mathematical representation and characteristics of contents of major theses about mathematical communication published after 2007 curriculum revision, for further mathematical communication teaching.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.437-464
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• 2014

Curriculum for mathematic sis the system that selects and organizes the contents which have to be taught in school. Ultimately it can be the whole plan of school mathematical education. The study about curriculum for mathematics is the basic study field of the mathematical education, so curriculum-related studies have been continuously promoted in terms of character, organization and implement of the curriculum, learning contents contained by the curriculum, the connection between school levels, and comparison and analysis of domestic and foreign curricula. Thus, this paper investigated the 2009 Revised Curriculum for Mathematics, which is the curriculum of Korea and the CCSSM which is the curriculum of the U.S. Both have been adopted in schools recently. The purpose of this study is to understand the curricula for mathematics in elementary school of Korea and the U.S. in depth and obtain the implication for the further curriculum revision, by comparing and analyzing the curricula of two countries.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.207-223
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• 2015

This study aims to find ways for securing continuity of elementary mathematics curriculum and kindergarten curriculum. To do this, we considered the status of 'mathematical exploration' in Nuri curriculum and analysed the correspondence of content-domains and the continuity between Nuri curriculum for ages three to five and 2009 revised national elementary mathematics curriculum, based on the reconstructed achievement criteria. The result of these analyses reveals that the classification of five content-domains both for 'mathematical exploration' of Nuri curriculum and for 2009 revised national elementary mathematics curriculum coincides. We also recognized the reconstructed achievement criteria which are considered as reverse continuity or as discontinuity of Nuri curriculum and 2009 revised national elementary mathematics curriculum in all the five content domains. The former means being lower in levels or reduction in ranges from Nuri curriculum to elementary one. The latter means that some reconstructed achievement criteria are included in only one of the two curriculum. Based on these results, we suggested several ways to secure the continuity between Nuri curriculum and 2009 revised national elementary mathematics curriculum in the perspective of mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.279-295
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• 2014

The Korean national curriculum will be revised in 2015. Before revisions are to be made, we must discuss the direction the curriculum changes will take. In this study, we compare the contents of the current 2011 elementary school mathematics curriculum in Korea with the Common Core State Standards for Mathematics (CCSSM) in the United States. The results from this comparative analysis may be helpful in the revision of the Korean mathematical curriculum. We find that the CCSSM introduces certain mathematical concepts earlier and in greater detail than the Korean curriculum does. The CCSSM also covers a broader range of mathematical concepts. These results indicate that the Korean curriculum needs to emphasize conceptual understanding, as well as procedural skill and fluency, in the early grades. Moreover, the 'grade band' is unnecessary in the mathematics curriculum. The Korean curriculum revision process must be debated more intensely, must be made public, and must take into consideration the key points of CCSSM.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.507-527
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• 2019

At the time when textbooks were developed and applied according to the 2015 revised curriculum and At the time of developing new test textbooks, it is necessary to examine the contents of the textbooks based on the 2015 revised curriculum and the responses of field teachers. Therefore, this study conducted a questionnaire survey for elementary school teachers on how teachers perceive and evaluate elementary mathematics textbooks (math textbooks, mathematics learning books, teacher guidebooks) developed and applied based on the 2015 revised curriculum. The results were analyzed.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.17-34
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• 2016

The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.

• School Mathematics
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• v.17 no.1
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• pp.1-18
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• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.2
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• pp.219-245
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• 2019

The purpose of this study is to provide basic data for the next curriculum revision, as well as to foster improvements to the quality of the Korean elementary school math classes by analyzing and comparing the Korean 2015 revised curriculum with the current Japanese curriculum of math. To accomplish this purpose, the research questions were set as follows. 1. What are the directions for revising Korean 2015 revised curriculum and the Japanese curriculum for elementary school mathematics? 2. What is the difference between the elements of learning content offered in the respective Korean and Japanese curriculums for elementary school mathematics? The conclusions of this study are as follows. Firstly, although Korea and Japan share common core statistical education objectives, they approach their goals with different methods. Korea focuses on academic competency, while Japan focuses on fostering the "power to live". For the learning process, Korea emphasized process-focused evaluation, while Japan emphasized fostering mathematical thought and thinking through mathematical activities. For class improvement, Korea focused on reducing the learning burden through appropriating the amount of learning by shifting or removing some elements of the learning content. Japan, on the other hand, refocused their attention on improving active learning within the classroom, and also increased the hours of math class within their curriculum. Secondly, there was a difference in the content composition of the curriculums of Korea and Japan. By comparing the elements of learning content, I got the conclusions for the next curriculum revision in Korea.