• The Mathematical Education
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• v.41 no.3
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• pp.233-256
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• 2002

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'number and algebra' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England tends to deal with numbers more flexibly and naturally through the aquisition of mental methods, calculator use methods, etc, and emphasizes that mathematics be realistic and useful in solving a diverse number of problems confronted in everyday life.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.407-438
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• 2006

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'shape, space, and measures' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience and aquisition based on the concrete manipulation. Particularly, it emphasizes that mathematics be realistic and useful in solving a diverse problems confronted in everyday life.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.403-428
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• 2003

This study intends to compare the mathematics contents included in the mathematics curriculum of Korea, California in USA, England, and Japan. The result of this comparison is that there are big differences on ranges, depths, and grades between mathematics contents in four countries' mathematics curriculum. In Korea, more contents are dealt in earlier grade and to higher level than other countries. And, these features are revealed more apparently in the area of algebra, analysis, and geometry than probability and statistics.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.371-402
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• 2016

The aim of this study is to compare mathematics curriculum among the United States, Singapore, England, Japan, Australia and Korea and offer suggestions to improve mathematics curriculum of Korea in the future. In order to attain these purposes, the analysis was conducted in many aspects including mathematics education system, mathematics courses, mathematics contents, assessment syllabus for university entrance examination and the construction principles of mathematics curriculum. In the light of the results of this study, our suggestions for improving mathematics curriculum of Korea are as follows: revising the contents of analysis, geometry, probability and statistics strands; organizing curriculum based on spiral construction principle; providing various opportunities to select mathematics courses according to students'career; reflecting the contents of their courses in university entrance examination.

• The Mathematical Education
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• v.54 no.1
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• pp.65-81
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• 2015

The purpose of this study is to investigate the international trends of how the core competencies are reflected in mathematics curriculum, and to find the implications for the revision of Korean mathematics curriculum. For this purpose, the curriculum of the 9 countries including the U.S., Canada(Ontario), England, Australia, Poland, Singapore, China, Taiwan, and Hong Kong were thoroughly reviewed. It was found that a variety of core competencies were reflected in mathematics curricula in the 9 countries such as problem solving, reasoning, communication, mathematical knowledge and skills, selection and use of tools, critical thinking, connection, modelling, application of strategies, mathematical thinking, representation, creativity, utilization of information, and reflection etc. Especially the four most common core competencies (problem solving, reasoning, communication, and creativity) were further analyzed to identify their sub components. Consequently, it was recommended that new mathematics curriculum should consider reflecting various core competencies beyond problem solving, reasoning, and communication, and these core competencies are supposed to combine with mathematics contents to increase their feasibility. Finally considering the fact that software education is getting greater attention in the new curriculum, it is necessary to incorporate computational thinking into mathematics curriculum.

• Journal for History of Mathematics
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• v.35 no.1
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• pp.19-39
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• 2022

This paper aims to examine how the public perception of mathematics changed in England in the 19th century. As rapid industrial and social developments took place in the 19th century, the educational environment underwent great changes, and the value and public perception of mathematics also changed. Mathematics took a new position in the terrain of educational reform in the late 19th century. In this study, I analyzed the actual condition of mathematics education in elementary and secondary schools, popular educational institutions, and universities in England in the first half, middle, and second half of the 19th century, and compared what values and usefulness of mathematics education were justified in each institution. I also examined how satirical magazine Punch satirized the public understanding or view on mathematics at each period. It is to be hoped that this study will have significant implications for raising the public's positive perception of mathematics in modern society.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.353-369
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• 2002

In this paper, we deal with the teaching of the approaching to algebra based on patterns. The change of algebra curriculum has been undergoing in many countries including USA, England, Australia. The traditional algebra curriculum starts with letters(variables), algebraic expressions, and equations. But these formal approaching method has many difficulties in teaching school algebra. Therefore the new algebra curriculum has to be needed, and the approaching to algebra based on patterns has been focused. In this paper, we compare this new approaching to algebra based on patterns to the traditional algebra curriculum. Next we consider the NCTM algebra curriculums based on Standards (1989) and Standards 2000(2000), Britannica textbook series(1998) based on RME. Also we investigate our pattern approaching in our curriculum and discuss some problems from the perspective of the approaching to algebra based on patterns.

• Research in Mathematical Education
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• v.14 no.2
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• pp.173-194
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• 2010

This study examines the differences and similarities of mathematics teachers' subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees' mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp.3-18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.

• Research in Mathematical Education
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• v.15 no.1
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• pp.31-44
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• 2011

An impetus for reviving research in mathematical problem solving is the recent advance in methodological thinking, namely, the design experiment ([Gorard, S. (2004). Combining methods in educational research. Maidenhead, England: Open University Press.]; [Schoenfeld, A. H. (2009). Bridging the cultures of educational research and design. Educational Designer. 1(2). http://www.educationaldesigner.orgied/volume1/issue21]). This methodological approach supports a "re-design" of contextual elements to fulfil the overarching objective of making mathematical problem solving available to all students of mathematics. In problem solving, components critical to successful design in one setting that may be adapted to suit another setting include curriculum design, assessment strategy, teacher capacity, and instructional resources. In this paper, we describe the implementation, over three years, of a problem solving module into the main mathematics curriculum of an Integrated Programme school in Singapore which had sufficient autonomy to tailor-fit curriculum to their students.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.83-94
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• 2019

Current mathematics curriculum of South Korea suggests that students learn mathematics in school with calculators except that the aim of the math lessons is to achieve calculation skills, but we can't be sure that elementary school students use calculators in math lessons of school. Actually we don't have enough data to identify how many elementary school students use calculators in math lessons. The aims of this study are to compare the ratio of elementary school students using calculators in math lessons of school between 20 countries and to analyse the relation between using calculators in math lessons and the achievements of math through $4^{th}$ grade mathematics test of TIMSS 2015. The results of this study are two. One is that generally $4^{th}$ grade students did not use calculators in math lessons. The other result is that generally there is no relation between using calculators in math lessons and the achievements of the math test through $4^{th}$ grade mathematics test of TIMSS 2015. Only in Hong Kong SAR, students without using calculators have higher achievements than students using calculators. In England and USA, students using calculators have higher achievements than students without using calculators. Finally, researcher in this study suggests some implications on using calculator in elementary schools.