• Education of Primary School Mathematics
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• v.14 no.3
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• pp.225-236
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• 2011

This study basically investigated the mathematics curriculum of Finland. The curriculum is similar with the 2009's revised mathematics curriculum of Korea in terms of formats, but is different in terms of contents. The mathematics curriculum of Finland is organized into grade bands: grade 1-2, grade 3-5, grades 6-9. And also, it provides the purpose of each grade bands, the purpose of each content areas, the expectation of assessment tested at the end of grade bands.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.481-498
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• 2014

This study analyzed Japan, Taiwan, Hongkong, Finland, and China National Mathematics Curriculums to find the implications to improve Korean High school Mathematics curriculum. First, at the aspect of mathematics education goals, we can consider to select the logical thinking, the use of mathematics, and the mathematical inquiry in the cognitive domain and self-confidence, brevity, a sense of accomplishment, and the value of mathematics in the affective domain. Second, when high students consider their course, he/she should be able to select mathematics subjects according to her/his desired career and/or major. Third, I found that sine rule, cosine rule and correlation were included as compulsory contents of Japan, Taiwan and China but not Korea. Finally I suggest that we need to show and explain kindly the range of the contents and to develop the Korean mathematics curriculum model.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.159-178
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• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.115-134
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• 2021

This study implemented a comparative analysis of the international mathematics curriculum on time learning. It aimed the improvement of challenges students facing when they learn time. As a preliminary step, I reviewed the previous literature on teaching and learning of time, and based on this, I drew five issues that require to be considered for better time learning. The coverage of time contents and the learning periods of respective time contents were compared across the mathematics curriculum of Korea, Japan, Australia, the United States, and Finland. The textbook cases of those countries were analyzed with a special focus on the five issues. The results showed that the Korean curriculum assigned time learning contents compressively during short periods compared to other countries. responded to the issues on teaching and learning of time, several improvement ideas were deduced from textbook cases of other countries. Implications for the curriculum reform were discussed underlying the results.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.73-92
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• 2017

A table as an effective arrangement tool of a set of data has not been focused on as a single research subject despite of the fact that the table has been clearly one of learning and teaching elements of national math curriculum for a long time. I hope this article gets to be a starting point for future studies of tables. For this, the Finland elementary mathematics textbooks which use tables so often for many various purpose are chosen and analysed. As a result, it confirms that tables can be practical tools for developing different mathematical ideas in mathematics textbooks. Its applicable area is not limited on statistics but numbers and operations, geometry, measurement, ratio and rate. In addition, some ideas of the outlook, the size and dimension of tables, and the context of datum and etc are induced from the Finland elementary mathematics textbooks.

• East Asian mathematical journal
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• v.32 no.4
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• 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.

• East Asian mathematical journal
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• v.35 no.4
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• pp.467-488
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• 2019

The purpose of this study is to analyze multiplication facts(1st and 0th multiplication) in elementary mathematics. In the 2015 revised curriculum, students learn multiplication and multiplication facts in the 2nd grade. Many teachers experience difficulties in organizing the multiplication problem situation in multiplication facts(1st and 0th multiplication). This study aims to consider the causes of these difficulties and devise teaching methods. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2015 revised curriculum) and the six foreign elementary mathematics textbooks(Taiwan, Japan, Finland, Unites States, Hongkong, Singapore). As a result, the multiplication problem situation and the multiplication model assume the same bundle and bundle model. Also, we must consider the teaching timing of multiplication facts(1st and 0th multiplication) and the use of commutative law. In this study, we proposed a multiplication teaching scheme in consideration of the multiplication problem situation and teaching model, teaching period and commutative law etc.. to teach multiplication facts(1st and 0th multiplication) in elementary mathematics.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.251-278
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• 2022

The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.189-204
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• 2016

As compared with the gender differences in the achievement of mathematics of the PISA 2009, the results of this study on the PISA 2012 show that the achievement of male students sharply increased, while that of female students maintained the status quo. Based on the premise that this result is derived from the ratio differences between male and female students of high level, this study analyzed the educational context variable effects on the achievements of gender differences observed between male and female students of high level. In particular, this study inquired into the factors which influence the gender difference, by analyzing the identical variables regarding Singapore and Finland of which the achievement of female students registers high among other top high-ranking countries of the PISA 2012. Hence, the binominal logistic multi-level analysis was conducted in order to consider the characteristics of hierarchical structure of PISA, and to compare the features of the educational context variable effects between the high level (above level 5) by country and the highest level (above level 6) by group. The analysis results are as follows: in terms of after-school learning time realized either in private lessons and private institutes, no significant effects were shown in any of the students of these three countries. In terms of after-school homework time, the students of Korea and Singapore gave significant influences on the probability which would be included in the group of high level or the highest level. In particular, regarding the variables which influence the probability of inclusion of Korean female students in the group of high level or the highest level, they correspond to "Homework set by teacher", "Attitude toward school: learning activities", "ESCS of School" and "Teacher-student relations". And "Cultural possessions at home" gave main influences on the probability of inclusion of the female students of Korea, Singapore and Finland in the group of the highest level.