• East Asian mathematical journal
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• v.35 no.4
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• pp.365-386
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• 2019

This study was based on the analysis of changes in curriculum of elementary mathematics curriculum, and changes in curriculum of middle school and high school mathematics curriculum. The purpose of this study is to analyze the movement of learning contents among the school levels based on the middle school mathematics curriculum and to summarize the influence on the curriculum of middle school mathematics according to the movement of learning contents. The research conducted according to the purpose of this study is as follows. First, we analyzed the trends of mathematical contents between elementary and middle schools after the movement of ten mathematics curriculums. Second, we analyzed trends of learning factors after mobility and mobility between middle school and high school. Third, the characteristics of 'the contents of mutual movement based on middle school' and 'the contents deleted from middle school' were analyzed. The results of this study are expected to reflect on current and past curriculum and to give meaningful implications to the composition of new curriculum.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.5-13
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• 1999

The purpose of this paper was to discuss critical issues of 30% reduction and introduction of the contents for new Mathematics Curriculum at middle school in Japan in 2002. This paper consisted of three part: (1) The contents of the new mathematics curriculum in middle school in japan. (2) Discussion about critical issues of 30% reduction of the contents for new Mathematics Curriculum. (3) Proposal of the point of view about 2000 mathematics curriculum in Korea. The authors pointed out that the reduction of the mathematics curriculum in Korea should be considered of a true reduction more carefully.

• School Mathematics
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• v.1 no.1
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• pp.7-17
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• 1999

The purpose of this note is to give insights into the role of parallelism to the middle school mathematics. According to NCTM(1998), the middle grades mathematics classroom should be a place in which students regularly engage in thoughtful activity that relates to their emerging capabilities of finding and imposing structure, conjecturing and verifying, and engaging in abstraction and generalization. In this aspect it is desirable to reinvestigate Euclidean Parallel Postulate in the axiomatic point of view in the level of the middle school mathematics. Reconstructing the contents Greenberg(1993), and we explain the statements which are logically equivalent to the Parallel Postulate for mathematics teachers in the middle school.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.43-51
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• 2002

This study is to compared with 7-ga mathematics textbooks of 13 types in the middle school by 7-th curriculum. A synopsis of the Analysis and comparison about the contents of these textbooks is as follows. -The order of contents almost is same about the title and contents in 13 types of textbooks. -It is very important that the definition of terminology should be simple and correct. I investigated the terminology in thirteen textbooks of material at 7-th curriculum. -Most of their textbooks present the motivation of learning mathematics with resource of life such as a story of mathematics and famous mathematicians. -The chapter about numbers and operations has the biggest volume of all. -The evaluation of lessons presents at the each end of chapters with many problems as levels.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.483-500
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• 2019

This study compared and analyzed the van Hiele levels of geometry contents in middle school mathematics textbooks and those of students' thinking. As the mathematics curriculum was revised recently, the amount of contents in the geometry area were reduced, but the van Hiele level did not change much, and the gap between the van Hiele level of geometric contents presented in the textbooks and the level of students' geometric thinking still remained unchaged. The van Hiele levels of the geometric contents in the textbooks were distributed in the levels of 1, 2, 3 in the first grade, and 2, 3, 4 in the second and third grade. In the case of the first grade, 69% of the students were less than or equal to level 2, and 73.7% and 47.6% of the students in the second and third grades were less than or equal to level 3, respectively. Especially, in the case of the second and third grade, the ratio of the 4th level of the contents presented in the textbook is higher than the problem, which can cause difficulties for the students.

• The Mathematical Education
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• v.49 no.1
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• pp.15-37
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• 2010

In this study, we investigated the application of oriental history of mathematics in school mathematics teaching. We set up three study problems to achieve this purpose. First, we analyze the middle and high school mathematics textbooks and auxiliary books. Second, we survey the mathematics teacher's knowledge and degree of application on history of mathematics. Third, we develop the teaching and learning materials on oriental history of mathematics. We performed three study-methods to settle above study problem. First, we analyzed 24 textbooks and auxiliary books for study problem 1. There were 6 middle school mathematics textbooks and 6 auxiliary books and also 6 high school mathematics textbooks and 6 auxiliary books. We categorized the contents into "anecdote", "systematization", "application of problem", "expansibility of thought", and "comparative of the contents". Second, we surveyed the 78 mathematics teachers's knowledge and degree of application using questionnaire about knowledge and application on history of mathematics. The questionnaire was made up of four types of question; the effect of material about history of mathematics, the understanding of western history of mathematics, the understanding of oriental history of mathematics; the direction of development of teaching material. Third, we exemplified the teaching and learning materials about three categories: "anecdote", "comparative of the contents".

• The Mathematical Education
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• v.59 no.2
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• pp.167-183
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• 2020

This study is an analysis study on the number and operation area of middle school mathematics curriculum. This study is a literature analysis study that analyzes the historical transition process of number and operation area, and suggests the restructuring direction of mathematics learning contents for numbers and operation areas based on the results. In order to achieve this research purpose, the contents of the number and operation areas suggested from the 1st middle school mathematics curriculum to the 2015 revised middle school mathematics curriculum were considered. In addition, in this study, analysis of the mathematical learning contents of number and operation area was conducted. The details of the study are as follows. First, it was decided as a tertiary mathematics curriculum as a criterion for analysis. Second, a basic analysis framework was developed by subdividing the content of mathematics learning into content elements and terminology elements. Third, on the basis of the developed analysis framework, mathematics learning contents that are the core issues of number and operation area were extracted. Fourth, the extracted mathematics learning contents were compared with foreign curriculum. Finally, based on the analysis results, the direction of restructuring for the number and operation area of middle school was suggested. The results of this study are expected to be the basis for the development of a new curriculum.

• Journal for History of Mathematics
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• v.30 no.2
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• pp.101-119
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• 2017

This paper is a follow up study of [2]. In this paper we analyse the contents of middle school mathematics textbooks published in the 1st National Curriculum Period centered on the concept 'straight line' and discuss how they are different from contemporary mathematics textbooks in view of connectedness of contents, mathematical terms, textbook as a learning material vs. teaching material, relationship between contents of national curriculum and textbooks, and some topics related to direct proportion, function, method of equivalence as a method for solving simultaneous linear equations and so on. The results of our analysis and discussion suggest implications for reforming mathematics curriculum and developing mathematics textbooks.

• East Asian mathematical journal
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• v.38 no.2
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• pp.241-256
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• 2022

Practical Mathematics is one of the career elective subjects in the 2015 revised mathematics curriculum for high school. This study examined how well the practical mathematics textbooks reflect the recommendations and visions suggested by related professions and organizations with respect to career preparation, especially for students enrolling in engineering industry-focused specialized high schools. Also, this study looked more closely into the contents of practical mathematics in terms of the consistency among different textbooks and the advancement from middle school contents in similar domains.