• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.387-404
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• 2017

In this paper, in the last 4 years(2014~2017 school year), we classified the probability and statistical items based on the evaluation scope of the mathematics subject content knowledge which were presented by the Korea Institute for Curriculum and Evaluation, and the classified items were analyzed. As a result, First, in order to induce normalization of the probability and statistical curriculum, four assessment field should be evenly distributed. Second, integrated thinking and comprehensive analytical thinking assessment is required. Third, item an epilogue should be used to measure mathematical thinking and logical competence. Fourth, the ratio of the number of items in probability and statistics to the number of that was 7.7%~10.0%, and the ratio according to the item weighting was 5.0%~7.5%. Fifth, it maintains the policy of stabilizing a good the level of difficulty of the items. Finally, probability and statistical assessment should focus on measuring problem solving ability from an inductive point of view.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.472-482
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• 2017

In this study, discrete mathematical items were classified into analytical items and mathematical items were analyzed on the basis of analytic framework items of mathematics and the past items of mathematics subject contents of the period 2011-2017 school year. First, the discrete mathematics evaluation areas and evaluation contents proposed by the Korea Institute for Curriculum and Evaluation should be evenly distributed. Second, the items of measuring metacognitive knowledge as a strategic knowledge on the use of cognitive methods should be given. Third, the ratio of the number of items in discrete mathematics to the number of that was 3.8%~6.8%, and the ratio according to the item weighting was 2.2%~6.3%. Fourth, it is analyzed that all the items are suitable for the evaluation goal and the pre-service math teachers who have faithfully implemented the curriculum have maintained the appropriate level of difficulty to solve. Finally, the content items such as the method of counting the discrete mathematics curriculum, the Recurrence Relation, the generation function, and the graph are matched with the teacher certification examination and the mathematics education curriculum of each teachers college. By these reasons, we conclude that the contribution of pre-service teachers to the motivation of learning is obtained and implications.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.119-140
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• 2012

This study analyzed the questions related to the content knowledge of mathematics subject for the middle and high school teacher employment examination conducted from the school year of 2009 to 2012 based on the evaluation scope of the mathematics subject content knowledge and evaluation contents which were presented by the Korea Institute for Curriculum and Evaluation(KICE). To achieve the objectives of this study, a total of 105 questions were collected with respect to the questions that appeared on the test over the last 4 years which aimed to evaluate the level of applicants' knowledge related to the contents of mathematics subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 9 subjects. Based on the results, suggestions were presented in relation to the operation of the mathematics curriculum for the department of mathematics education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 9 subjects related to the content knowledge of mathematics. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of analysis on the evaluation content items suggested that 149 items out of 256 items did not appear in the teacher employment examination for 4 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test of content knowledge related to mathematics or the evaluation scope and evaluation content items.