• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.19-38
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• 2022

This study aims to find ways to improve the statistics education policy in Korea for the future based on the results from examining the high school statistics curricula in Korea and New Zealand. The statistics curriculum in New Zealand was analyzed comparatively with the corresponding contents of the probability and statistics domain in the Korea 2015 revised national mathematics curriculum. The analysis centered around achievement goals and key ideas of each of the two curricula. This comparative analysis provides implications on finding a direction in line with the global trend in the curriculum for statistics education and ultimately for Korea's statistics education for the future.

• The Korean Journal of Applied Statistics
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• v.2 no.2
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• pp.1-8
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• 1989

The survey results about curriculum of statistics department in Korea has been summarized. Because of the scientific speciality, curriculums of statistics have different forms depending on universities. So summarization of curriculums will be helpfull for the case of renewal of the curriculum or organizing the curriculum in the new statistics department.

• Journal of the Korean Data and Information Science Society
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• v.22 no.6
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• pp.1097-1103
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• 2011

The Ministry of Education Science, and Technology proclamated the school curriculum of the republic of Korea at 9 August 2011. The characteristics of this curriculum are as follows; effective learning of student-centered, group of grade, group of category, concentration study, reduction of study subjects, extension of school autonomy, elective curriculum in high school. We investigate the modification of probability and statistics curriculum. And we discuss statistics education in university.

• Communications for Statistical Applications and Methods
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• v.15 no.2
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• pp.245-254
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• 2008

According to the $7^{th}$ reform of high school education curriculum, contents on probability and statistics in mathematics of high school curriculum have been expanded compared to the previous curriculum. Thus if the curriculum contains the contents to achieve the goals for probability and statistics, more efficient education on statistics is expected to meet the needs of information age. In this thesis, we studied through network analysis if contents on probability and statistics in mathematics of high school curriculum are composed to achieve the goals. We reviewed contents on probability and statistics in mathematics of the $7^{th}$ reform of high school curriculum whether they are conformed the purpose and direction of the reform or not. As a result, the concept of probability distribution and statistical estimation with a random variable was described clearly. But, census and sample survey were not connected with other items. In a part, there were expressional mistakes.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.329-348
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• 2023

This study is necessary for the stable settlement of the 2022 revised mathematics curriculum 'data and possibility' area. This study was conducted centering on literature analysis. The purpose of this study is to realize statistics education in line with the 2022 revised mathematics curriculum. This purpose was achieved by examining the statistics learning contents of the 2022 revised curriculum, analyzing Chinese mathematics curriculum, and analyzing Chinese mathematics textbooks. In this study, the following studies were conducted. First, five elements were extracted through the analysis of the 'statistics and probability' area of the Chinese mathematics curriculum. The extracted elements are the 4th grade goals, synthesis and practice content areas, achievement standards for statistics and probability (6), (9), and (11). Second, examples presented in Chinese mathematics textbooks and Chinese curriculum appendices related to the extracted elements were analyzed. Regarding the 4th grade goal, the statistical problem-solving process of the 7th grade 2nd semester mathematics textbook was analyzed. Regarding the synthesis and practice content area, the data analysis unit of the 8th grade 2nd semester mathematics textbook was analyzed. In relation to the achievement standard (6), Example 85 of the curriculum appendix was analyzed, in relation to the achievement standard (9), Example 86 was analyzed, and in relation to the achievement standard (11), Example 87 was analyzed. Third, based on the analysis results, implications for the development of new curriculum and 'textbook development, teaching and learning methods' according to the 2022 revised middle school mathematics curriculum were derived. Through the results of this study, we expect the successful realization of the 2022 revised middle school mathematics and curriculum statistics education.

• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.453-469
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• 2005

In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• Research in Mathematical Education
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• v.27 no.1
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• pp.49-73
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• 2024

This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.

• Journal of the Korean Data and Information Science Society
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• v.17 no.4
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• pp.1107-1117
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• 2006

In this thesis, we conduct a comprehensive analysis of the current situation and the inherent problems found in modern statistics education in Korea. We investigate the American probability and statistics curriculum currently used in Wisconsin and discuss the overall state of statistics education in The United States. Through comparison of both the Korean and Wisconsin model, we explore the future direction of statistical education.

• Journal of the Korean Data and Information Science Society
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• v.18 no.4
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• pp.1065-1071
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• 2007

A partial amendment of probability and statistics education in Korea has carried out from January, 2007. We have compared between the patial amendment and 7th national mathematics curriculum. Some ideas are proposed to achieve goals of the revision; textbooks of mathematics are well supervised by well-trained statisticians and teachers are periodically trained for the statistical knowledge.

• Research in Mathematical Education
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• v.17 no.4
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• pp.243-266
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• 2013

Accompanied with ongoing calls for reform in statistics curriculum, mathematics and statistics teachers purposefully have been reconsidering the curriculum and the content taught in statistics classes. Changes made are centered around statistical inference since teachers recognize that students struggle with understanding the ideas and concepts used in statistical reasoning. Despite the efforts to change the curriculum, studies are sparse on the topic of characterizing student learning and understanding of statistical inference. Moreover, there are no tools to evaluate students' statistical reasoning in a coherent way. In response to the need for a research instrument, in a series of research study, the researcher developed a reliable and valid measure to assess students' inferential reasoning in statistics (IRS). This paper describes processes of test blueprint development that has been conducted from review of the literature and expert reviews.