• Title/Summary/Keyword: Seventh Curriculum

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A Study on the Problem Solving Competency Represented in the New Seventh Grade Mathematics Textbook (2015 개정 수학 교과서에 반영된 문제 해결 역량 요소 탐색 - 중학교 1학년 함수 영역을 중심으로 -)

  • Hwang, Hye Jeang
    • East Asian mathematical journal
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    • v.35 no.4
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    • pp.407-427
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    • 2019
  • The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the problem solving is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the problem solving such as problem solving process, cooperative problem solving, mathematical modeling, problem posing. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the problem solving competency were shown in each textbook.

An Exploration on the Reasoning Competency Element Represented in the New Seventh Grade Mathematics Textbook (2015 개정 수학 교과서에 반영된 추론 역량 요소 탐색 - 중학교 1학년 함수 영역을 중심으로 -)

  • Hwang, Hye Jeang
    • East Asian mathematical journal
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    • v.37 no.2
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    • pp.149-167
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    • 2021
  • The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the reasoning is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of investigation and fact guess, justification, the logical performance of mathematical content and process, reflection of reasoning process, And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the reasoning competency were shown in each textbook.

A Study on the Communication Competency Represented in the New Seventh Grade Mathematics Textbook (2015 개정 수학 교과서에 반영된 의사소통 역량 요소 탐색 - 중학교 1학년 함수 영역을 중심으로 -)

  • Hwang, Hye Jeang
    • East Asian mathematical journal
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    • v.38 no.2
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    • pp.165-185
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    • 2022
  • The six core competencies have been emphasized in the mathematics curriculum revised in 2015. In particular, the communication is very important for students' representing their own thinking and enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the communication such as the understanding of mathematical representation, development and transition of mathematical representation, the representation of his own thinking, the understanding of the others' thinking. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the communication competency were shown in each textbook.

The Trends in the U.S. and Korean Science Curriculum Reforms

  • Kwak, Young-Sun;Choe, Seung-Urn
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.194-206
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    • 2002
  • This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

An Analysis of Teaching Divisor and Multiple in Elementary School Mathematics Textbooks (초등학교 수학 교과서에 나타난 약수와 배수지도 방법 분석)

  • Choi Ji Young;Kang Wan
    • Journal of Elementary Mathematics Education in Korea
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    • v.7 no.1
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    • pp.45-64
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    • 2003
  • This study analyzes divisor and multiple in elementary school mathematics textbooks published according to the first to the 7th curriculum, in a view point of the didactic transposition theory. In the first and second textbooks, the divisor and the multiple are taught in the chapter whose subject is on the calculations of the fractions. In the third and fourth textbooks, divisor and multiple became an independent chapter but instructed with the concept of set theory. In the fifth, the sixth, and the seventh textbooks, not only divisor multiple was educated as an independent chapter but also began to be instructed without any conjunction with set theory or a fractions. Especially, in the seventh textbook, the understanding through activities of students itself are strongly emphasized. The analysis on the each curriculum periods shows that the divisor and the multiple and the reduction of a fractions to the lowest terms and to a common denominator are treated at the same period. Learning activity elements are increase steadily as the textbooks and the mathematical systems are revised. The following conclusion can be deduced based on the textbook analysis and discussion for each curriculum periods. First, loaming instruction method also developed systematically with time. Second, teaching method of the divisor and multiple has been sophisticated during the 1st to 7th curriculum textbooks. And the variation of the teaching sequences of the divisor and multiple is identified. Third, we must present concrete models in real life and construct textbooks for students to abstract the concepts by themselves. Fourth, it is necessary to develop some didactics for students' contextualization and personalization of the greatest common divisor and least common multiple. Fifth, the 7th curriculum textbooks emphasize inquiries in real life which teaming activities by the student himself or herself.

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Generalization and Symbol Expression through Pattern Research - Focusing on Pictorial/Geometric Pattern - (패턴탐구를 통한 일반화와 기호표현 -시각적 패턴을 중심으로-)

  • Kang, Hyun-Yyoung
    • School Mathematics
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    • v.9 no.2
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    • pp.313-326
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    • 2007
  • Recently in algebra curriculum, to recognizes and explains general nile expressing patterns is presented as the one alternative and is emphasized. In the seventh School Mathematic Curriculum regarding 'regularity and function' area, in elementary school curriculum, is guiding pattern activity of various form. But difficulty and problem of students are pointing in study for learning through pattern activity. In this article, emphasizes generalization process through research activity of pictorial/geometric pattern that is introduced much on elementary school mathematic curriculum and investigates various approach and strategy of student's thinking, state of symbolization in generalization process of pictorial/geometric pattern. And discusses generalization of pictorial/geometric pattern, difficulty of symbolization and suggested several proposals for research activity of pictorial/geometric pattern.

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A Study on the ICT Curriculum for Computer Science Education in Elementary Schools (초등학교 컴퓨터과학 교육을 위한 정보통신기술 교육과정 연구)

  • Lee, Su-Jeong;Kim, Hyun-Bae
    • Journal of The Korean Association of Information Education
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    • v.10 no.3
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    • pp.403-412
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    • 2006
  • In seventh curriculum policy, operating the computer education is divided into two parts: they are the information communication technology (ICT) education and related areas in the computer curriculum. This study compares and analyzes the learning contents of "enjoyable computer"-ICT education teaching materials of Busan elementary schools. This paper researches the trend and the actual condition of computer education in foreign countries, and it surveys teachers and students to find out the recognition and demands of computer education. And this paper examines the revised Operating Guide of ICT Education and it compares to the contents system of current curriculum and demands of students and teachers.

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The Study of Clothing-Related Contents in Middle School Textbook "Technology.Home Economics" 2 - Based on The Revised 2009 Curriculum - (중학교 "기술.가정" 2 교과서 의생활영역의 교과 내용 분석 - 2009 개정 교육과정을 중심으로 -)

  • Lee, Hee-Hyun
    • Journal of the Korea Fashion and Costume Design Association
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    • v.16 no.4
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    • pp.137-156
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    • 2014
  • This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

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The design and Implementation of High School Computer Education Electronic Textbook Based on the WBI (WBI에 기반한 고등학교 정보산업 교육용 전자교과서의 설계 및 구현)

  • 김세월;황부현
    • Proceedings of the IEEK Conference
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    • 2000.11c
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    • pp.125-128
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    • 2000
  • This paper, which is about electronic-textbook, shows that, in the seventh curriculum, how the student can study “Age Information and Computer” through the web site. By selecting their unit by themselves, studying it themselves, and studying further step after a formative test, the student will be able to study on the suitable level. Students themselves also check their progress in learning and submit their assignment. A series of these activities will make it possible for the student to get used to the computer.

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Computing Curriculum Design in Secondary School Focused On Computer Science Curriculum (컴퓨터과학 교육을 중심으로 한 중등 컴퓨팅 교육과정 설계)

  • Shin, SangKook;Kwon, DaeYong;Kim, HyungShin;Yeum, YongCheu|;Yoo, SeungWook;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
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    • v.8 no.3
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    • pp.61-76
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    • 2005
  • The seventh secondary computer education curriculum is focused on computer literacy education. This computer curriculum is an elective course not a required course and is a part of other specific course. This computer education has problems that it is not consecutive, overlapped with other classes and not systematic. This research analyzes the computer education in Israel, India, and Japan. And it suggests the new secondary school computing education curriculum based on computer educating of Computer Curricula 2001 Computer Science, lEEE Computer Society and ACM has suggested 2001 for computer science education in university, and with a standard of 'A Model Curriculum for K-12 Computer Science', the suggestion for computer-science education for all grade of school.

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