• Journal for History of Mathematics
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• v.31 no.5
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• pp.235-250
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• 2018

The history of mathematics is an important part of Chinese highschool mathematics curriculum. The current 2003 revised curriculum in China refers directly to the history of mathematics and presents it as one of the optional series. Moreover, they publish separate history textbooks for mathematics according to the 2003 revised curriculum. The importance of the history of mathematics in Chinese highschool curriculum, which was revised in 2017, has increased. This study aims to analyze the contents of the highschool curriculum and mathematics history textbooks, which were revised in 2003. Based on the results of analysis, we make suggestions on the use of mathematics history for teaching mathematics in Korea.

• Journal for History of Mathematics
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• v.28 no.6
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• pp.349-363
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• 2015

In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• Journal for History of Mathematics
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• v.13 no.1
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• pp.77-84
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• 2000

In this paper we study the process of changes on the arithmetic education curriculum of elementary school in Japan. The arithmetic education curriculum have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and its pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget, respectively.

• The Journal of Korean Medical History
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• v.28 no.2
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• pp.15-22
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• 2015

Objectives : The each college of Korean medicine in Korea adopts diverse textbooks for the medical history class, resulting in educational contents variations. This proposal aimed for the standardization of educational contents. Methods : The transition of medical history curriculum will be attempted based on the understanding of paradigm change in modern education. The first step is investigation on the course credit and curriculum grade of medical history class presented in education status reports of all Korean medicine schools. The next step is study on the various methods about changes of medical history education base on the learning objectives of colleges of Korean medicine. Results : The researchers of medical history should make an agreement on modification of learning objectives of the curriculum, and then educational standardization must be achieved by publishing a medical history textbook in accordance with the modified learning objectives. Conclusions : The researchers of medical history must collaborate to standardize medical history education by developing and applying internet-based flipped learning model.

• Journal for History of Mathematics
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• v.11 no.1
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• pp.10-18
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• 1998

Mathematics Education have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and it's pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget respectively.

• Journal for History of Mathematics
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• v.11 no.2
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• pp.29-34
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• 1998

This study is to analyze the differences between the 6th curriculum and the 7th curriculum in elementary mathematics, and also to suggest how to use our research result, when it's needed in managing differentiated curriculum.

• The Journal of Korean Medical History
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• v.34 no.2
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• pp.45-63
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• 2021

This study considers the stages of curriculum development for the integrated curriculum of Pusan National University Graduate School & Hospital of Korean Medicine, and specifically the KAS2021 (announced in 2019), improvement measures for the curriculum of the College of Traditional Korean Medicine, and the case of the College of Medicine. The introduction of integrated curriculum in the College of Traditional Korean Medicine starts from the members (doers)' agreement. In the process of development, the organization that represents the members, the organization that sets up a goal and designs the curriculum, and the organization that executes them should fulfill their own roles. The stage of development and operation should have the support system for manpower, institution, administration, and finance. The curriculum (draft) should be concrete enough to be operated in reality. For the smooth operation of integrated education, it is necessary to secure more full-time teachers than before, and it is also necessary to have an organization fully in charge of monitoring and improving the operation. For the introduction and operation of integrated curriculum in Traditional Korean Medicine education, the members' agreement, institutional change, support system, and the cultivation of manpower for the operation/evaluation/development of curriculum should be considered.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.150-167
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• 2021

Since the advent of tertiary curriculum, middle school history education has been focused on political history, but many students perceive history as a simple memorization subject and complain about difficulties in abstract learning. The researcher saw this problem as caused by the history curriculum, and carried out this study for the purpose of proposing a revitalization of cultural property education in the middle school history curriculum. First, through the analysis of prior research, the usefulness of cultural property education, such as nurturing creative talent and realizing interactive history classes, was revealed, and the problems of the current political history-centered middle school history curriculum were pointed out. Afterwards, as a result of conducting an opinion survey on middle school 3rd grade students and social studies teachers, it was found that first, both middle school students and their teachers thought that the current political history-centered history had much room for improvement. Second, all groups agreed on the necessity of cultural property education in history education. However, in reality, it was found that it was not easy to sufficiently educate students about cultural property in a political history-centered curriculum. Third, teachers thought that it was necessary to improve the current history curriculum in order to enhance cultural property education. Based on these findings, the researcher suggested an improvement plan for the 2015 revised history curriculum. First, in the 'nature of the subject' section, cultural properties and historical materials should be included, and in the 'objective' section, politics, economy, society, and culture should be included. Contents related to cultural properties should be added to the sub-themes in the 'content system and achievement standards', and cultural properties-related contents should be further reinforced in the achievement standards, 'teaching, learning and evaluation'. It was suggested that this section should include cultural property learning and historical material learning, and guidance on teaching and learning methods of cultural property education should be added. If these aspects are reflected in the 2022 revised curriculum that is currently being developed, cultural property education will be improved, and more lively history education will be provided to students.

• Journal for History of Mathematics
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• v.12 no.1
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• pp.45-52
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• 1999

This study is an analysis on the Arithmetic education curriculum of elementary school in Japan that will become effective from April 1, 2002. In new curriculum, loaming are highly reduced and mediated. This curriculum is characterized by the slow and interesting Arithmetic education focusing on creativity, student-based Arithmetic education, and real life-related Arithmetic education.