• Communications of Mathematical Education
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• v.22 no.1
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• pp.13-26
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• 2008

By analyzing 21 elementary mathematics curricula of university attached science education institutes for the gifted in Korea, we give some basic and useful data that can be useful to develop better curricula for elementary mathematics curricula for the gifted in the future.

• Education of Primary School Mathematics
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• v.5 no.1
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• pp.41-55
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• 2001

The purpose of this study was to compare and analyze the curricula of kindergarten and elementary school and to present a plan for connecting the two curricula. The curricula emphasized mathematical thinking and problem solving instead of fragmentary knowledge and adopted the streamed curriculum based on children’s ability and interest. And both of them consisted of number and operation, geometry, measurement, statistics, and put emphasis on activity such as real life experience, play, manipulation of concrete objects, and communication. However, there are some kinds of differences between them, because the kindergarten curriculum is not included in the common curriculum, from 1st grade to 10th grade. Thus, this study recommended several ideas based. Thus, this study recommended several ideas based on theories to connect the mathematics curricula of kindergarten and elementary school.

• School Mathematics
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• v.15 no.3
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• pp.569-583
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• 2013

In Korea, the school mathematics curricula have been revised in every average 6 years by the government. From the year 2013, the new revised curricula called 2009 version are implied. The subject of elementary mathematics in this new curricula contains four issues to be improved. First, it should be allowed to call the basic figures such as box, cylinder, ball, quadrilateral, triangle and circle in verbal languages. Second, the name of the activities to define mathematical concepts should be changed from 'Yaksok', which means 'promise' in English, to a better and more honest one. Third, the concave polygons should be treated together with the convex ones. Fourth, the calculations of fractions should be weakened as much as possible for the elementary school children.

• School Mathematics
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• v.17 no.2
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• pp.289-308
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• 2015

This study analyzed mathematical processes elaborated in the mathematics curricula of Korea, China, Japan, and the US. Ten mathematical processes were extracted: (a) learning of concepts, principles, laws, and skills; (b) problem solving; (c) reasoning; (d) communication; (e) representation; (f) connections; (g) creativity; (h) character-building; (i) self-directed learning; and (j) positive attitude toward mathematics. This study specified the meaning of such processes and their sub-domains, noticing similarities and differences among the curricula. On the basis of the results, this study includes suggestions for the development of next mathematics curriculum in Korea.

• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.311-334
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• 2015

This study compares and contrasts elementary mathematics curricula of Korea, China, Japan, and USA, as a part of efforts to compose contents of global elementary mathematics. This paper analyzed the similarities and the differences of mathematical contents in the domain of geometry. On the basis of this comparative analysis, this paper included implications that are expected to be informative in the revision of the Korean mathematics curriculum.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.583-605
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• 2016

Problem solving has been consistently emphasized in national mathematics curricula, whereas the foci of such an emphasis have been changed. Given this background, this study traced down major changes in emphasizing problem solving from the first national mathematics curriculum to the most recent 2015 curriculum. In particular, both the 2009 and the 2015 revised curricula were analyzed in detail to figure out the latest emphasis and trends. This paper then investigated whether a series of mathematics textbooks were aligned to the emphases of recent curricula. It finally discussed some issues that we need to reconsider with regards to problems, problem solving strategies, and the process of problem solving. As such, this study is expected to provide textbook developers with detailed implications on how to employ problem solving in new series of textbooks.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.261-278
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• 2011

Definitions in elementary school mathematics textbooks are given to represent mathematical contents in terms of mathematical symbols and terms. In this study, we investigate the definitions in elementary school mathematics textbooks of the 7th and the revised 2007 curricula to comparatively analyze their contents and the way they are stated and suggest implications on teaching and learning mathematics.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.207-231
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• 2009

The purpose of this study is to examine the state of problem solving in Korean elementary mathematics. To do this, we considered the meaning of problem and problem solving in mathematics education, and analyzed the mathematics curricula in the longitudinal-latitudinal dimensions respectively. The longitudinal one consists in examining and comparing the all-time Korean elementary mathematics curricula. Meanwhile the latitudinal one consists in examining and comparing the elementary mathematics curricula of Singapore, the United Kingdom, Japan, and France. As a result of analysis, we selected ten sieves for analysing Korean elementary mathematics textbooks according to the 7th mathematics curriculum. By the analysis, we conclude that we teach problem solving quite positively in school mathematics relative to another countries, in particular we have to reconsider some issues including dealing problem solving as a independent content not a process integrated in other contents.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.321-340
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• 2001

The researcher compared the curricula, the textbooks, the methods of didactic transposition, teacher practices of elementary and secondary mathematics education. The study reviewed several mathematics education theories in the aspect of the differences between the two levels. Findings from this study show a little difference between elementary and secondary mathematics education. There are special difficulties in didactic transposition in elementary mathematics education since it is so far from scientific mathematics. From this study we can conclude that further research needs to be done in the area of development of perspectives on elementary mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.123-141
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• 2015

The purpose of this study is to reconsider of teaching mathematics problem solving in Korea's elementary school through an analysis of mathematics curricula and mathematics textbooks of the elementary school. As a result, it is found that the problem solving had been emphasized continually from the 4th curriculum to the 2009 revised curriculum. However, contents in their textbooks did not reflect the intent of the mathematics curricula properly. And amount of contents related to teaching about problem solving in the textbooks reached the peak in the 6th mathematics curriculum. Then teaching about problem solving had been weakened gradually. And it is also revealed that there had been a movement to change to teaching for problem solving in the textbooks of the 2007 and 2009 revised curricula. Teaching via problem solving had not been carried out appropriately so far.