• 한국학교수학회논문집
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• 제3권1호
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• pp.165-175
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• 2000

The situation of unification has been changing in the rapid speed. In this condion it is most important that we understand North Korea's current situation correctly, by overcoming the differences between South and North Korea and trying to pursuit the national homogeneity. One of the most effective ways to understand North Korea is to understand their education. So, I wrote this thesis as a way of getting ready for the united Korea by konwing mathematics texts and their system, composition, contents of junior high school in North Korea Anyway, I hope that this study will be helpful to the integration of mathematics education after unification of North and South

• 한국학교수학회논문집
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• 제2권1호
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• pp.207-218
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• 1999

The purpose of this thesis is to help the teachers in school to widen the knowledge and to understand the North Korean society by comparative analysis of South and North Korean elementary school's mathematics education process and text books. It is needless to say that we need to have more knowledge and understanding about North Korea as the international and national situation is changing so rapidly these days. One of the most effective ways to understand North Korea is to understand their education. So, 1 wrote this thesis as a way of getting ready for the united Korea by knowing mathematics texts and their system, composition, contents of elementary school in North Korea If this little try is going to be a help in anyway, I will try to do a better study in future.

• 한국수학교육학회지시리즈A:수학교육
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• 제38권1호
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• pp.1-14
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• 1999

It has already been fifty years since the Korean peninsula was divided into two nations, South and North Korea. Owing to forming different political and social structures with each other, we can conjecture that there are much heterogeneity in education. On the assumption that education plays important role in coming to an accommodation and in restoring homogeneity of the Korean race after unification, we consider the investigation of the contents of mathematics text-book of secondary schools as a meaningful research to make provision against unification. In this paper, we shall investigate the learning contents, and the teaming substances and sequences in mathematics of secondary schools between South and North Korea by falling into four regions; algebra and statistics, analysis and geometry. By grasping the special features of terms, teaming subject matters and learning substances, and clarifying their distinctions, we shall present some reforms measure of distinctions.

• 대한수학교육학회지:수학교육학연구
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• 제12권2호
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• pp.181-192
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• 2002

There are various methods of proving a proposition. Among these, 'mathematical induction' is treated in school mathematics weightly. But many students have difficulty with the proof by 'mathematical induction'. To solve this problem, analysis needs to be attempted in various aspects This study attempts to compare the teaching methods of 'mathematical induction' in South and North Korea and to acquire the implication. In fact, many differences between South and North Korea are found. These differences are caused by epistemological and psychological premise. Therefore this study investigates the epistemological and psychological aspects in North Korea and compares the textbooks in South and North Korea. Through this study, some implications are found. First, the sequence of introducing the 'mathematical Induction' needs to be considered. Second, the rich context of applying the 'mathematical induction' is needed. Finally, disagreement between curriculum and textbook in South Korea needs to be reconsidered.

• 한국과학교육학회지
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• 제16권4호
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• pp.329-339
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• 1996

We examined the science education system in North Korea from the elementary to the high schools. We also analyzed the physics textbooks used in North Korea and compared the results with the textbooks used in South Korea. We compared the goal and system of physics education, and the content, order of study, and volume of the textbooks. Physics education starts at the 4th year at the elementary school, and is taught through the whole school years in North Korea. The science process skills are regarded to be important and figures, tables, problem sets, experiments, and sample solutions are exclusively used in the textbooks. Electomagnetism occupies the largest portion in physics textbooks, but subjects related to the application of physics are more stressed. There are a few subjects which are included in the North Korean textbooks but not in the South Korean textbooks. We have compiled about 60 North Korean physics words which are different from the South Korean words used in the textbooks. Overall, there will be not much difficulty in integrating the physics education system and physics textbooks after the two Koreas are unified.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.452-464
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• 2005

Since the national curriculum and textbooks are essential to understand the country's educational system, the importance of the textbook analysis should be emphasized to understand the education in North Korea. In this study, the science textbooks of North Korean elementary schools published since the year 2000 were analysed in depth and compared with those of 1990's, then the change in North Korean elementary science education was investigated. As for the external format, the total pages of 3rd grade textbooks of 2000's decreased notably. The 4th grade textbooks show an emphasis on the integrating feature of season-related chapters. The analysis of each category using a content framework of TIMSS shows that the content proportion relating to Earth Science and Physical Science was increased, while the proportion relating to Biological Science was decreased. Besides, changes of proportion of each subcategories were analysed and discussed.

• 대한수학교육학회지:학교수학
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• 제7권2호
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• pp.103-121
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• 2005

이 연구에서는 남북한, 중국, 일렬의 초등학교 수학 교과서를 비교$\cdot$분석하여 분수 나눗셈 알고리즘 도입을 위한 교재 구성 및 학습 지도의 개선 방향을 제안하고자 한다. 이를 위해 먼저 분수 나눗셈 알고리즘의 의미를 '포함제', '단위비율 결정', '비 또는 측정 단위 세분', '곱셈의 역연산', '분수의 곱셈으로부터의 유추'의 다섯 맥락에서 살펴보았다. 이어 북한, 중국, 일본 그리고 우리나라 초등학교 수학 교과서의 분수 나눗셈 알고리즘 도입 및 전개 방법의 특징을 분석하였다. 이러한 분석으로부터 얻은 시사점은 다음의 다섯 가지이다. 첫째, 제수의 역수의 의미와 제수의 역수를 곱하는 의미를 명확하게 드러내도록 다루어야 한다. 둘째, 분수 나눗셈을 단위비율 결정 맥락에서 도입하는 방안을 검토하여야 한다. 셋째, 현재 <7-가 단계> 용어인 '역수'를 <6-나 단계> 분수의 나눗셈 지도 장면에서 제기하거나, 적어도 역수의 의미가 드러나도록 지도하여야 한다. 넷째, 분수 나눗셈은 다양한 맥락에서 풍부한 의미로 전달되어야 한다. 끝으로 <5-나 단계>, <6-나 단계>에 걸쳐 여러 지엽적인 주제로 세분되어 있는 현재의 분수 나눗셈 단원 구성은 포괄적이고 통합적인 방식으로 구성하여야 한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제37권1호
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• pp.35-54
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• 1998

Half century has passed since Korean peninsula was divided into South and North Korea. Now a days, there are many differences of politics, economy, culture and education between South and North Korea. Especially mathematics education in which I am interested has a lot of changes and differences. This is proved true by defects' proof. For those reasons, I compared South Korea's education ideology, goal and system, and goals of mathematics education with North Korea's. I compared geometric(1-4 years, published by Pyong-yang Educational Book Publication Co. 1991) of mathematics texts(1-6 years) which are used in the secondary school with mathematics text of South Korea in contents and organization of them. As a result of this comparison, education ideology and goal are distinctly different from those of South Korea because of the difference of pursuing humanity. In North Korea, the curriculum is very strict without autonomy. There are 1283 mathematics classes which are occupied 19% for six years during the secondary school. The contents are very similar, but there is a little difference in the definition of a term. The problems which praise Kim Il-sung and his son and reveal loyalty to them were found, and there were a lot of problems in order to promote hostile feeling against U.S.A and South Korea, too. In conclusion, mathematics education of Korean peninsula should be reunified in the fields of the terms and contents at first.

• 한국과학교육학회지
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• 제24권3호
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• pp.481-498
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• 2004

The purpose of this study was to compare and analyse the subject organization and teaching units of middle school science curriculums and science textbooks, by studying the organization of subject matter and content scope and level of middle school science subject in South and North Korea. As a result of this study, the composition, scope, and level of content between middle school science textbooks in South and North Korea were similar. However, the study found that science education objectives, separated science curriculum subject organization, economical efficiency weighted format and organization of science subject matter, result-centered experiments, the enlightenment of Kim Ilsung and his son in North Korea science education were very far from the desirable direction of science education. Therefore, the view on level-based curriculum and organization of the science curriculum should be integrated, and preparation of student-centered organization of textbooks and expansion of science-technology-society content is needed before unification. And also, the united Korea science curriculum shouldn't simply compromise or neutralize between middle school science curriculum in South and North Korea. They should make a future-oriented plan for information and globalism society.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.276-286
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• 2012

This research is aimed to examine the differences through comparative analysis of the Earth Science contents in the science textbooks between Korea and DPRK. The contents of level and scope in science textbooks between Korea and DPRK are analysed by TIMSS frameworks. The results of this research are as follows : 1. The science textbooks of DPRK is lower in quality of paper, printing to that of Korea, and the illustrations, editing design in the textbooks of DPRK are fewer, monochromic and monotonous while those in Korea. 2. The contents of Earth Science in DPRK's science textbooks rank 37.0%, but those of Korea's science textbooks rank 25.5% of the whole textbooks. The learning units related to Earth Science are generally similar to the level and scope in science textbooks between Korea and DPRK. The type of inquire activities in the textbooks of DPRK largely takes on the model experiment, and it was shown that the number of experiments directly made by children is very small compared to Korea' textbooks. 3. There are lots of differences in Earth Science learning terms and predicates used in the textbooks between Korea and DPRK.