• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.449-460
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• 2015

As a main body of a curriculum, a set of sentences stating mathematical contents plays an important role in teaching and learning mathematics. The contents sentences in the $7^{th}$ version, the 2007 version, and the 2009 version of elementary mathematics curricula were analysed. The elementary mathematics curriculum consists of about 200 contents sentences. The final endings of those sentences are the type of ability such as "to be able to ~". The elementary mathematics curriculum would be managed systematically by disassembling and restructuring those contents sentences. We should state students' activities more concretely by varying the final endings in the curriculum.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.123-139
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• 2019

This study analyzed how problem-posing tasks included in Korean middle school mathematics textbooks were distributed in terms of content area, task type, and context of task to investigate that the mathematics textbooks are giving students ample opportunities for problem-posing activities. The analysis of 10 mathematics textbooks for first grade in middle school according to the revised mathematics curriculum in 2015 found that the problem-posing tasks contained in the textbooks are insufficient in quantity and not evenly distributed in terms of content areas. There were also more problem-posing tasks with relatively moderate constraints than those with strong or weak constraints in terms of mathematical constraints. In addition, there were more problem-posing tasks that were not requiring students to make a new context, and more often camouflage contexts were used. Based on this, implications for improving mathematics problem-posing tasks in mathematics textbook were suggested.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.223-248
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• 2005

This study is to survey and analyze the opinion of teachers about the relevance of educational content in the 7th mathematics curriculum. For the purpose of this study, we analyze the result of the questionnaire survey which consists in the question about the relevance(Quantity, level, validity) of educational content in the 7th mathematics curriculum. 515 elementary school teachers, 314 middle school teachers, and 323 high school teachers are participated in this survey. 75 percent of elementary school teachers think that the educational quantity must be reduced for the relevance of educational content. So do 50 percent of secondary school teachers. Both of them think that the number of topic must be reduced for the relevance. In special, this study shows that the response rate about the object which is related with interest is very low compared with any other mathematics education objects. So, it is necessary to pay more attention to the object which is related with interest.

• The Mathematical Education
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• v.40 no.2
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• pp.265-289
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• 2001

The elementary and middle school curriculum in Korea has been modified periodically to reach today's 7th national curriculum. Although the intent of each new curriculum was to improve education, lack of proper preparation for teachers and students has not made the new curriculums as effective as it could be. Goodlad et al.(1979) suggested that curriculum should encompass all practices including not only knowledge but all the elements of the curriculum and experiences of the student and teachers. The purpose of this paper is to investigate the actual practices of the current curriculum with focus on the use of instructional media in mathematics teaching and learning. A nationwide curriculum survey was carried out with the Goodlad's curriculum inquiry model as the framework. The result shows that elementary and secondary mathematics teachers used textbook manual (for teachers) and practice books most frequently for their class preparation. In addition to these, mathematics teachers also used manipulatives, visual aids, computers, internet, and calculators in a decreasing order. In general, many mathematics teachers did not use much instructional media in their classes and said that there are not enough effective instructional media to use. However, the teachers have positive attitude toward the educational media that they have used. In this study, we analyzed the survey data regarding educational tools, their use and effects to support the development of a new curriculum model in mathematics for a knowledge-based society.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.361-384
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• 2007

In Korea, mathematics education of 1-6 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze the contents of probability and statistics in 1-6 grade mathematics textbooks and propose the solutions about the problems on the contents of probability and statistics.

• School Mathematics
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• v.7 no.3
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• pp.269-286
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• 2005

The purpose of this paper is to study the spatial sense that is introduced for the first time in our 7th mathematics curriculum. For this purpose, we first investigated the factors of the spatial sense ability and with this factors, we analyze the errors those was founded in elementary school students' carrying out tasks related to the spatial sense, and the contents of elementary mathematics textbook. From the analysis, we found that the teaching topics in the spatial sense is disagreed with the students' learning level and for each similar topics is cut off into not adjacent grades, connecting these topics to each other and to the other traditional geo-metric topics is not easy. we must consider this findings in the future revision of mathematics curriculum.

• Communications of Mathematical Education
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• v.12
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• pp.363-376
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• 2001

To educate students to adjust and lead their future society oriented on technologies and information communications, most of the countries in the world try to reform their traditional mathematics education. Contemporary Mathematics in Context (CMIC) developed by Core-Plus Mathematics Project in WMU has been developed in order to assist school districts in reforming their high schools mathematics programs in the United States, and $7^{th}$ Korean National Mathematics Curriculum was developed to guide reforming Korean mathematics program in 1997. In this presentation, by analyzing essential differences between the two curricula according to Korean Mathematics Curriculum, we may find some implications of CMIC for Korean mathematics education.

• School Mathematics
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• v.3 no.2
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.15-29
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• 2003

The present study examined the 7th national elementary school mathematics curriculum from a perspective of mathematical creativity. The study investigated to what extent the activities in the Pattern and Function lessons in the national elementary school mathematics textbooks promoted the development of mathematical creativity. The results indicated that the current elementary school mathematics curriculum was limited in many ways to promote the development of mathematical creativity. Regarding the activities in Pattern lessons, for example, most activities presented closed tasks involving finding and extending patterns. The lesson provided little opportunities to explore the relationships among various patterns, apply patterns to different situations, or create ones own patterns. In regard to the Function lessons, the majority of activities were about computing the rate. This showed that the function was taught from an operational perspective, not a relational perspective. It was unlikely that students would develop the basic understanding of function through the activities involving the computing the rate. Further, the lessons had students use exclusively the numbers in representing the function. Students were provided little opportunities to use various representation methods involving pictures or graphs, explore the strengths and limitations of various representation methods, or to choose more effective representation methods in particular contexts. In conclusion, the lesson activities in the current elementary school mathematics textbooks were unlikely to promote the development of mathematical creativity.