• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.261-275
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• 2012

There are some geometry achievement standards presented indistinctly in middle school mathematics curriculum revised in 2011. In this study, indistinctness of some geometric topics presented indistinctly such as symbol $\overline{AB}{\perp}\overline{CD}$ simple construction, properties of congruent plane figures, solid of revolution, determination condition of the triangle, justification, center of similarity, position of similarity, middle point connection theorem in triangle, Pythagorean theorem, properties of inscribed angle are discussed. The following three agenda is suggested as conclusions for the development of next middle school mathematics curriculum. First is a resolving unclarity of curriculum. Second is an issuing an authoritative commentary for mathematics curriculum. Third is a developing curriculum based on the accumulation of sufficient researches.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.437-457
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• 2019

In this study, we analyzed how the content and achievement criteria of the Geometry domain of Korean elementary school mathematics curriculum have changed. To this end, based on the analysis framework based on the 2015 revised curriculum, the achievement standards for each period were classified into continuous, extinct, and additional types, and their characteristics were examined. In the domain of Geometry, continuous achievement standards accounted for 51% of the total, and there were many achievement standards that remained unchanged in grade and domain. The extinctive achievement standard is 20.4% of the total, and the mathematics contents that were rapidly introduced due to the modernization of mathematics in the 3rd curriculum were eliminated the most from the 4th curriculum, and after the 7th curriculum, With the introduction of staged curriculum and the system of school year group, the contents of learning were either integrated or moved to middle school. The additional achievement standard was 28.6% of the total, and the achievement standard was added the most with the introduction of spatial sensory development in the 7th curriculum. The GAct that the additivel achievement standard is more than the extinction achievement standard in the Geometry domain is the result of the efforts to actively introduce the geometric contents appropriate to the times despite the great flow of curriculum revision of the curriculum reduction. It is hoped that the results of these studies will be used as basic data in the formation of new achievement standards in future curriculum development.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.621-631
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• 2005

The purpose of this study is to consider how to restructure the university geometry curriculum and contents in terms of applications to theoretical computer science. We analyzed various topics from computer graphics, CAGD(computer aided geometric design) and computational geometry suitable for geometry students interested in applications. Moreover we discussed about selections of topics for several cases.

• The Mathematical Education
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• v.4 no.1
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• pp.1-15
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• 1966

In accordance with the tendency of Modern Mathematics laying emphasis on Mathematical structure, that is, on axioms, it is necessary for students to be interested in structure of Geometry on Mathematics Education. In fact, it is of importance not only to obtain new ideas but also to forget old ones in the development of Mathematics. Most students do not understand the Mathematical significance of axioms, and do not know what Mathemetical truth is. Now Non-Euclidean Geometry offers opportunity to understand the essence of Mathematics better, and is no less effective than Euclidean Geometry in training student in logical inference. This thesis is a study with regard to what should be taught and how student should be guided at High school Mathematics. Chiefly Hyperbolic Geometry is discussed in connection with Abosolute Geometry. As Non-Euclidean Geometry has not appeared in our curriculum, some experiments are required before putting it into actual curriculum to find out how much students understand and how much pedagogically useful it can be. This is only a. presentation of a tentative plan, which needs to be criticized by many teachers.

• The Mathematical Education
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• v.42 no.4
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• pp.503-521
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• 2003

In this paper, we propose programs of geometry related courses for the department of mathematics education of teacher training universities. We suggest 4 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’, ‘Topology’ as geometry related courses in Shin et. al.(2003). Among those 4 courses, we state desirable direction of curricula on 3 courses, ‘Geometry I’, ‘Geometry II’, ‘Differential Geometry’ in this paper.

• The Mathematical Education
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• v.50 no.2
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• pp.233-246
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• 2011

The geometry field in the current high school curriculum deals mainly with analytic geometry and the reference to logic geometry leaves much to be desired. This study investigated the construction on a heptagon by using conic sections as one of measures for achieving harmony between analytic geometry and logic geometry in the high school curriculum with the Geometer's Sketchpad(GSP), which is a specialized software prevalent in mathematics education field and is intended to draw an educational suggestion on it.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.105-126
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• 2008

This article summarizes the historical changes of the secondary school geometry to give insights into the new direction of geometry education for the 21th century. Geometry has been considered as an essential subject in high school since mid-nineteen century in accordance with the social changes. Since the development of computer softwares such as CAD effects on the role of geometry in work and professional societies, the knowledge and skills the contemporary world require to school geometry have being changed. More focus on applications and modeling aspects, expansion of reasoning and problem solving, emphasis on design-related elements are features of the school geometry for the new century.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.137-154
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• 2012

The purposes of this study are to develop the formative assessment program in geometry area for a 1st-grade class of middle school and to test the effect of this program. This formative assessment program was based on mathematics curriculum for the 1st graders of middle school. In addition, we examined how the 1st graders of middle school understand the geometric concepts by analyzing their response in the pretest and the posttest. This formative assessment program and the results of its analysis would be the useful information for the effective teaching and learning in geometry area for the 1st grades of middle school.

• East Asian mathematical journal
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• v.30 no.2
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• pp.197-222
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• 2014

The purpose of this research is to find out if it is possible to apply the Waldorf School's mathematics education method to Korean alternative schools which are run under the national curriculum. To achieve this, the researcher conducted class on geometry for three weeks with ten 7th graders(four girls and six boys) from Apple Tree Waldorf alternative school in Busan, which has adopted Valdorf education courses. For the first two weeks, the class was about 'fundamental geometrical construction', and then it was evaluated. On the third week, the lesson was on plane figures, followed by a test with 9 plane figure questions that are based on general middle school mathematics curriculum. The result shows that most of the students understood 'fundamental geometrical construction'. When it comes to the test on 'plane figures', seven students got 8 out of 9 right, two students got 6 out of 9 right, and one of them had difficulty solving the questions. According to the results of this research, it is thought that there will be no problem for students to understand mathematical concept even if the Waldorf School's mathematics education method is applied to Korean alternative schools. Also, the Waldorf School's mathematics education method is considered to be a good teaching model for the Korean mathematics curriculum which places emphasis on 'mathematical creativity' in regard to the curriculum and contents.

• The Mathematical Education
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• v.46 no.4
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• pp.493-502
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• 2007

What is a foundational element of plane geometry? Isn't it possible to constitute the contents of plane geometry from that element? In this paper, we suggest a view point that triangle is a foundational element of plane geometry. And take some examples of reconstruction of usually given contents and mathematical activity centered on the triangle in plane geometry.