• School Mathematics
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• v.19 no.3
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• pp.495-511
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• 2017

The purpose of this study is to research the meaning of core ideas and to compare the core ideas in mathematics curriculum of each country. I derived that the core ideas were approached and presented in curriculums of South Korea, The United States, Canada, Australia, New Zealand, Singapore as several perspectives; the main domains of mathematics contents which should be taught; the basis of the core principles between of mathematical contents; the focuses for teaching and learning in school mathematics. Finally, I discussed the further research direction on the contents of core ideas and the methods of presenting it to teach meaningfully the core mathematical contents to students who will live in the future.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.501-520
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• 2019

This study compared and analyzed Korean, American, Singaporean, and Japanese middle school mathematics curriculum standards and the learning contents in statistics. Through a comparative analysis of the curriculums of these four countries, I found several overall features and differences between the curriculums. First, all four countries emphasized statistical education in a real-life context. Second, all four countries emphasized the use of technological tools. Third, there is a middle school grade in which only Korea does not deal with statistical domains. Fourth, the statistical areas of the United States, Singapore, and Japan focused on identifying trends or variability in data distribution. Fifth, I have found some contents that only Korea does not deal with. Based on this, the following recommendations were developed for the development of the next curriculum and new textbooks in Korea. First, the statistics curriculum should be changed from one that focuses on understanding statistical concepts to one that focuses on statistical activity that utilizes these concepts. Second, in terms of middle school statistical curriculum contents, the addition of interquartile range (IQR) and box plots as learning contents should be considered. IQR and box plots are simple and practical techniques for the comparison of multiple sets of data that can be easily learned and drawn by middle school level students and applied to real-life-related statistical data to expand statistical literacy. Through this study, it is suggested that IQR and box plots need to be included in the statistical curriculum of middle schools in Korea.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.87-94
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• 2003

The purpose of this paper was to review NCTM's Principles and Standards for School Mathematics, which is an updated version of the Curriculum and Evaluation Standards for School Mathematics (1989). With releasing the previous version, NCTM has affected mathematics education in other countries as well as in the United States. The Principles and Standards for School Mathematics was revised in line with current technology and requirement of students, who will live in the 21st century. However, many mathematics teachers and educators do not know about the contents of this new version even though most of them already know what the version is about. In this paper, the author addressed the contents of the version with his personal opinions and suggested some lessons from the version.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.629-654
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• 2008

This study investigated school mathematics curriculum of the State of Georgia in the United States focused on the 'number and operation' and 'algebra' domain. 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 most noticeable difference between the former and the new curriculum in mathematics for Georgia schools is the use of performance standards. A performance standard has four components: a content standard, illustrative tasks, examples of student work, and a commentary for teachers. This study focuses on the content standard and 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, the State of Georgia curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience, aquisition, and furthermore interpretation based on the concrete manipulation and technological devices.

• Research in Mathematical Education
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• v.15 no.3
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• pp.229-250
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• 2011

The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers' efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary pre service teachers.

• Research in Mathematical Education
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• v.5 no.1
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• pp.25-44
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• 2001

The purposes of this paper are to understand the functions of technology TI92 graphing calculator and to develop some typical examples showing that current Korean secondary school mathematics curriculum can be treated with the technology. This study is consisted with five chapters. In Chapter 1, the background and purposes for this study is described. In Chapter 2, the textbooks developed by Core-plus Mathematics Project to reform mathematics education in the United states are analyzed to find the possibilities for practical uses in mathematics classrooms. In Chapter 3, the functions of TI-92 are analyzed with regard to how they can be applied to mathematics education. In Chapter 4, some examples are developed to show that TI-92 can be used for Korean secondary school mathematics education. Chapter 5 is consisted with summaries of this study and some suggestions for further study.

• School Mathematics
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• v.13 no.3
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• pp.485-500
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• 2011

The purpose of this study is to investigate how elementary mathematics teachers use and implement a reform-oriented mathematics curriculum material, Everyday Mathematics, and to examine what features the curriculum material has. Eight elementary mathematics teachers in the United States participated in the study. Data sources consist of teacher classroom observation write-ups, interviews, and the curriculum material. The results from the analysis of the curriculum material suggest that 80 percent of the tasks are at the high-level in terms of cognitive demand and 26 percent of tasks are identified as transparent. The results also show that the teachers appeared to adapt the curriculum material and partially take suggestions or activities out of the curriculum material in enacting them in their mathematics classrooms. The analysis of enacted tasks suggests that the levels of cognitive demand were shifted from high-level to low-level; 27 percent of the high-level tasks in the curriculum material were maintained at the high-level as enacted in the mathematics classrooms. The level of cognitive demand shifted in many cases; shifts from high-level to low-level occurred. This contributes to the curriculum material not being transparent to teachers.

• School Mathematics
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• v.17 no.1
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• pp.1-18
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• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• International Journal of Advanced Culture Technology
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• v.6 no.1
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• pp.1-7
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• 2018

The purpose of this study is to develop an art-based integration program for the Korean schools in the United States to improve students' academic performance and nurture the spirit of the young and can enable students taking art classes to better understand social and cultural phenomena influencing their lives. This study integrates with six other subjects that are language art, math, religion, social studies, and Korean history. Art classes are considered the main vehicle for integrating the entire program using a thematic approach. The methodology of this study is based on the literature research and the information of the place, the Korean School of Columbus, is that the school is one of 124 Korean Schools in the Mid-western states and is located in the northern part of Columbus, Ohio. In this study, I developed an art-based integration program to be connected well with other subjects to help students to make sense of them in the complex societies and to help them to obtain the five goals that are included: First, students will understand about a Korean history and culture through making a kite; Second, they will know that a kite can be used as ways of communication with people and God; Third, they will also know how different types of kites respond to the airflow of the wind; Fourth, they will understand an enjoyable and different way of learning about aspects of Fine art, Bible, Language art, Mathematics, Science, History, and Social studies; Lastly, they will learn how important to cooperate with each other.