• Title/Summary/Keyword: Revision National Mathematics Curriculum

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한국의 수학교육 평가 유형에 관한 연구동향

  • Kim, Young-Ok;Jeong, Seong-Hui
    • East Asian mathematical journal
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    • v.28 no.4
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    • pp.487-504
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    • 2012
  • This study was to analyze the research trend related to mathematics education evaluation in the analysis of the articles on , . The study explores the future direction of mathematics education assessment research by investigating whether such evaluation was suitable for the expectation about the assessment required in the current mathematics curriculum. This study was to classify the evaluation-related researches based on Korea educational curriculum revision from 1991-2010 to examine the research trend on the mathematics education evaluation in each season in Korea, analyze the articles by 'monitoring of student's progress', 'judgement on instruction', 'giving the value on mathematics achievement of students', 'value judgement of the program' that were the purpose of evaluation presented in 1995 NCTM(National Council of Teachers of Mathematics). As a result, looking at the research trend classified by the time of the educational curriculum revision, the 7th educational curriculum had the most number of the papers announced from 1997-2006. Despite 2007 educational curriculum revision was the short period from announced 2007-2008 before the next educational curriculum was placed, 11 papers(34.4%) were published. According to the category by the purpose of the assessment prescribed in NCTM, it showed that researches of 'monitoring of student's progress(46.9%)' were the most, those of 'value judgement of the program' and 'giving the value on mathematics achievement of students had a similar percentage.

A comparative study on the external & internal structure of mathematics curriculum between Korea and Japan : Focusing on the aspects of recent revisions (한·일 수학과 교육과정의 외·내적 체재 비교 분석 : 직전 교육과정과의 변화를 중심으로)

  • Kwon, Oh Nam;Lee, Kyungwon;Lee, Ahran;Han, Chaereen
    • The Mathematical Education
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    • v.58 no.2
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    • pp.187-223
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    • 2019
  • This study aims to investigate the aspects of revision in the external and internal structure of curriculum and documentation in Korea and Japan and to propose the direction and task to enhance the current framework of the national curriculum. Japan has been selected for comparison in that it explicitly prepared social changes such as the dramatic evolution of artificial intelligence and population aging in its new curriculum. Therefore, various aspects of revision were analyzed the 2009 & 2015 revised mathematics curriculum of Korea and the 2008 & 2017 mathematics curriculum of Japan respectively in the elementary, middle, and high school grade bands. Then, the differences between the two countries were identified through comparison. First, the structure of the mathematics curriculum in Japan was connected with the general guidelines more tightly than Korea, and the external structure of the mathematics curriculum stayed consistently after the revision. Second, contrary to Korea, which pursued the appropriateness and reduction of mathematical content, Japanese mathematics curriculum has been pursuing detailed contents both quantitatively and qualitatively. Lastly, Japan emphasized statistical problem-solving ability. Based on this, we suggested considering of consistency in the structure curriculum documentation, detailing contents of the curriculum, and strengthening of statistical education.

Achievement Standards of Geometry According to the 2011 Revision of the National Mathematics Curriculum (2009 개정 교육과정에 따른 중학교 수학과 교육과정의 기하 성취기준에 대한 논의)

  • Lee, Hwan Cheal;Kim, Sun Hee;Ko, Ho Kyoung
    • Journal of Educational Research in Mathematics
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    • v.22 no.4
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    • pp.603-617
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    • 2012
  • The 2011 Revision of the National Mathematics Curriculum, amended based on the 2009 Curriculum version, focuses on three important issues: 1) 20% reduction of the previous curriculum contents; 2) improvement of students' creativity through mathematical processes; 3) flexible management of curriculum. Despite the importance in applications, it has not provided a manual for textbook authors and teachers. Consequently, they are likely to encounter difficulties in interpreting goals of learning achievements. This paper identifies the purposes and contents of achievement standards, and discusses how to implement it at school.

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A Comparative Study of Mathematics Curriculum in Singapore and India to Search for the Implication for the Curriculum Revision in Korea (교육과정 개정의 시사점 도출을 위한 싱가포르와 인도 수학 교육과정의 비교${\cdot}$분석)

  • Park, Kyung-Mee
    • The Mathematical Education
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    • v.44 no.4 s.111
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    • pp.497-508
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    • 2005
  • The investigation of the curriculum in other countries provides meaningful implications to reflect our own curriculum. Since Korea is now under the curriculum revision, international comparative research was conducted with the curricula of Singapore and India to elicit some implications. These two countries were especially chosen because their curricula have not been actively investigated yet. Singapore mathematics curriculum starts the tracking based on students' mathematical ability from the 4th grade, and provides different curricula for the three tracks. This differentiated curriculum provides rich implications to next Korean curriculum which aims to classify the contents based on students' mathematical achievements. Indians, who have contributed significantly in the history of mathematics, have unique mathematics curriculum, remote from so called 'canonical curriculum'. After the U.S. announced the Curriculum and Evaluation Standard for School Mathematics in 1989 and the Principles and Standards for School Mathematics in 2000, many countries benchmarked these NCTM documents, and Korea was no exception. Since each country has their own school system, educational environment, and national mentality, it is not desirable to just adopt the curriculum of other countries. In this regard, Indians who have preserved their own mathematics curriculum can be a model. In sum, when we revise the curriculum, it is required to keep the balance between the open-mindedness to accept the strengths of other curricula, and the conservative attitude to preserve our own characteristics of the curriculum.

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On the Gap of Revision and the 7th National Mathematics Curriculum according to Shifts in Contents (2007년 개정 수학과 교육과정의 이행에 따른 학년간 내용 이동 분석)

  • Kim, Sang-Mee
    • Education of Primary School Mathematics
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    • v.11 no.2
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    • pp.95-103
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    • 2008
  • The 7th national mathematics curriculum was revised in 2007. According to the revision curriculum, new texts and guides are developed and will come into effect for elementary and secondary school in 2009. Some contents are shifted and also newly added at the revision curriculum. This paper analyzed the gap between the revision and the 7th national mathematics curriculum based on the shifts in contents, and investigated on the difficulties that some graders probably will undergo owing to shifting the contents between grades. As a result, several important problems were found in some graders between the revision and the 7th national mathematics curriculum. In particular, some graders could not have a chance to learn some mathematical concepts without another lesson plans. For some graders, special lesson plans and supplementations are required. The brief summary of these supplementations as follows: ⅰ) For entering students in 2005, the supplementations about equations and direct proportion and inverse proportion should be needed at the 6th grade in 2010 or at the 7th grade in 2011. ⅱ) For entering students in 2006, the supplementations about estimations and correspondence should be needed at the 4th grade in 2009 or at the 5th grade in 2010. And the supplementations about the relation of fractions and decimals and the ratio should be needed at the 5th grade in 2010. ⅲ) For entering students in 2007, the supplementations about the addition and subtraction of time using second unit and the addition and subtraction of weight should be needed at the 3th grade in 2009 or at the 4th grade in 2010.

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A Comparative Analysis of Current 2011 Elementary School Mathematics Curriculum in Korea and CCSSM in the United States (2011 개정 초등학교 수학과 교육과정과 미국 CCSSM 비교.분석 연구)

  • Kim, Jiwon;Park, Kyo Sik;Lee, Jeong Eun
    • 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.

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Suggestions for Revision of Mathematics Curriculum by Analysis of Current Mechanical Engineering Mathematics (기계공학수학의 현황 분석을 통한 개편안 제시)

  • Kang, Ju Seok;Park, Chan Il
    • Journal of Engineering Education Research
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    • v.20 no.2
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    • pp.50-56
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    • 2017
  • Because all areas of mechanical engineering involves the use of mathematics, mechanical engineers need mathematical understanding and skill enhancement. To achieve the effective mathematics education for mechanical undergraduate students, it should reorganize the important subtopics of mathematics. In this paper, we explore the direction of the development of mathematics education for mechanical engineers by analyzing the teaching hours of each topics in the mathematics and by comparing the results with significance analysis of expert survey. To do so, syllabuses of mathematics courses of the selected mechanical engineering departments were analyzed and the survey responses of professionals in the Korean Society of Mechanical Engineers were also investigated. Finally, the revision of mathematics curriculum in the mechanical engineering was proposed.

An Analysis of Professional Recognition on 2015 Curriculum Revision (2015 문·이과 통합형 교육과정 개정에 관한 전문가 인식 연구)

  • PARK, So-Young;LEE, Jeong-Ryeol;KANG, Hyeon-Suk
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.4
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    • pp.1172-1183
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    • 2015
  • The purpose of this research is to analyze the recognition of the curriculum experts on 2015 integrated liberal arts and natural sciences curriculum revision. Research method is a delphi survey and the subjects are curriculum experts. The research results are as follows. Firstly, experts suggested common education for all students and students' opportunities to choose subjects. Secondly, the direction of curriculum revision was different by school level. The elementary school needs to foster convergence thinking. The middle school needs to educate common basic literacy education and the high school needs both the common education and the free choice of subjects by students. Thirdly, the separation of the liberal arts and natural sciences was caused by the separate thinking of custom, tradition and study and the separate exam application on liberal arts and natural science of college scholastic ability test. The solution about separation problem of liberal arts and natural sciences have been proposed to improve mathematics education and teachers' convergence education competency. Lastly, for the establishment of an 2015, integrated curriculum the reduction of the CSAT test area and the introduction of qualifying examination for English were required.

Review Report for Middle School Mathematics Textbooks Based on 2015 Revision of National Curriculum (2015 개정 교육과정에 따른 중학교 수학 교과서 검토)

  • Lee, In-Sok
    • Communications of Mathematical Education
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    • v.34 no.2
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    • pp.69-117
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    • 2020
  • This article is a review report on the middle school mathematics textbooks, based on "2015 Revision of National Curriculum". Considering future textbooks, this report is to keep a record of the review. In this report, I mainly discuss the mathematical aspects (but not educational or pedagogical aspects) of the textbooks. I sincerely hope that the content of this article is to be discussed and examined further by the society of mathematics education and the society of mathematics.