• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.337-353
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• 2010

The purpose of this study is to provide a useful reference for the elementary school mathematics curriculum of Japan. For this research, we compare the new version of the elementary school mathematics curriculum of Japan and Korea. Roughly speaking, Japan emphasized learning through mathematical ability. On the other hand, the case of Korea, a special emphasis was placed on the ability of problem-solving and mathematical communication. These abilities developed on the base of the mathematical knowledge and skill. The ratio of teaching time are high on mathematics, but Japan ensures much more hours than Korea. Finally we will focus on the result for the application process of the primary school mathematics curriculum.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.403-420
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• 2016

Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.

• Journal of the Korean Data and Information Science Society
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• v.16 no.4
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• pp.843-848
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studies high school textbooks. Data were collected through national curriculum documents and social studies middle school textbooks for the 10th grade students. We set up three questions for this study; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) photographs, information tables, illustrations, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, and stripe graphs are often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not well developed, especially in the curriculum steps of information maps, scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics be needed for social studies teachers, and modification of the 7th probability and statistics curriculum.

• 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.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.453-465
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• 2012

In this paper, we first analysis definition of continuity of functions in high school textbooks, the mathematics high school curriculum and university mathematics textbooks. We surveyed what was causing the students to struggle in their concept image of continuity of functions. We arrived at that students' concept for errors in images of continuity of function were caused by definition of continuity of functions in high school textbooks.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.137-156
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• 2001

IEA's Third International Mathematics and Science Study(TIMSS) from 1994-1995 has placed Korea as one of the top three countries among 45 countries that participated in the study in mathematics achievement for the 3rd, 4th, 7th, and 8th grade students. While the test scores were excellent, the study also showed that mathematics education in Korea needed improvements in student attitudes, technology incorporation, and gender difference in achievement. An analysis of the a survey conducted as part of the mathematics curriculum research program showed that very little progress has been made in these areas for the past 5 years. Moreover, the progressively declining attitudes towards mathematics for high school students is a problematic phenomena for educators as we believe that mathematics is becoming even more important in an information technology based society. A comparison between the top three TIMSS scoring countries (Korea, Singapore, and Japan) and low scored country (U.S.) was made In this paper. We also compare some of problematic results from TIMSS to those from EERI Curriculum Study implemented in 2000. The study shows that simply using technology and improving student attitudes do not necessarily guarantee improved performance. Most of educators agree that potential for technology is great for both changing the way students learn and improving the attitudes of students. However, improperly implemented technology can hinder rather than help the educational process. Therefore, as we begin to implement and use more and moore technology, it is critical to develop the proper curriculum, training for teachers and research programs to track the progress and to make the necessary adjustments to provide the best possible education for our students. Another TIMSS result shows for all four grade levels(3rd, 4th, 7th, 8th), Korea shows the highest gender difference among all the participating countries. TIMSS data such as this is valuable to benchmark all types of information to get a better understanding about what is happening for improvements in math curriculum in Korea. More research needs to be done in comparing the performance of Korean mathematics education to understand both the strengths and weaknesses of our curriculum so that improvements can be made.

• Research in Mathematical Education
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• v.26 no.4
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• pp.291-310
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• 2023

In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.391-414
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• 2017

The purpose of this study is to find the correlation between the level of 6th graders' achievement level in Probability and Statistics education, which were proposed in the curriculum, which targeted the 6th graders in the elementary school, and statistical literacy. For this, first, questions asking the achievement level in the probability and statistics(Part A), and questions asking the statistical literacy(Part B), were used to study the achievement level of the students. Second, the achievement level in the probability and statistics, and the statistical literacy were measured. In order to achieve the purpose of this study, questionnaire that consists of 10 questions was invented. The questionnaire was divided into Part 1 and Part 2 under the consideration upon the characteristics of the questions. The results of the questionnaires given to the students were classified into "high, medium, and low" and were separated into 7 categories. Results of comparing category 3 and category 6, which have shown opposing tendencies, we could find that students who are good at school mathematics and students with high statistical literacy have respective and different characteristics. For actually effective statistical education, consideration upon and reflection of core aspects such as intuition and critical thinking in the curriculum are needed.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.379-385
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• 2006

In this paper, the probability and statistics education of the 7th high school curriculum is studied. We analyze each unit of probability and statistics in high school textbooks $\ulcorner$Mathematics 10-GA$\lrcorner$, $\ulcorner$Mathematics I$\lrcorner$, and $\ulcorner$Practical Mathematics$\lrcorner$, and then research the percentage for the unit of probability and statistics for all textbooks. We also investigate the proportion for the number of students who select each subject of mathematics of the national academic aptitude tests for university admission in 2005 and 2006.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.353-371
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• 2013

The purpose of this study is to investigate preservice secondary teachers' understanding and modification capacity of tasks from mathematics textbooks. This study conducted a survey about how preservice teachers understand the features of mathematical tasks and how they would select and modify tasks appropriately from the curriculum and for lesson goals. The findings from the analysis suggest that the preservice teachers seem to recognize Procedures Without Connections tasks as the high-level tasks. Further, 43 percent of the total numbers appropriately selected the tasks from the curriculum and for lesson goals. Most of the preservice teachers appear to find it difficult to modify low-level tasks into high-level tasks.