• Title/Summary/Keyword: The 6th national mathematics curriculum

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A Study on Probability and Statistics Education in Practical Mathematics and Mathematics I Textbooks According to the 7th National Mathematics Curriculum in Korea (제 7차 수학과 교육과정에 따른 실용수학과 수학 I 확률 및 통계단원 분석)

  • Jang Dae-Heung;Lee Hyo-Jeong
    • 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.

A Study on Probability and Statistics Education In 1-10 Grade Mathematics Textbooks in Korea (제 7차 수학과 교육과정에 따른 1-10 단계 확률 및 통계단원 분석)

  • Jang Dae-Heung;Lee Hyo-Jeong
    • The Korean Journal of Applied Statistics
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    • v.18 no.1
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    • pp.229-249
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    • 2005
  • In Korea, mathematics education of 1-10 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 1-10 grade mathematics textbooks and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

The Analysis on Utilization Trend of the Technology in Secondary Mathematics Textbooks Based on the $6^{th}$, $7^{th}$ and 2007 Revised Curriculum in Korea (교육과정에 따른 중등 수학과 교과서에서 공학 도구 활용의 변화 분석)

  • Kim, Mi Hwa;Son, Hong Chan
    • School Mathematics
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    • v.15 no.4
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    • pp.975-994
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    • 2013
  • In this paper, we analyzed the utilization trend of technology in the secondary mathematics textbooks based on the 6th, 7th and 2007 revised mathematics curriculums in Korea. We analyzed 30, 60 and 90 mathematics books based on the 6th, 7th and 2007 revised mathematics curriculums respectively. The analysis focused on three aspects of using technology, i.e., contents areas in which technology used, technological tools and programs used, and methods of using technology in teaching and learning mathematics. The results shows that the frequency of using technology in mathematics books has been increased as mathematics curriculum has been revised. In the mathematics books based on th 6th curriculum, only 25 scenes were found, but in 7th and 2007 revised curriculum 248 and 355 scenes were found. In the 6th curriculum, calculators and graphing calculators were used mainly, but in the 7th and 2007 revised curriculum many kinds of technological tools and softwares were used including CAS, dynamic geometry software, spreadsheets, programming language, and the Internet. Especially the internet was used frequently in the 7th curriculum. And the methods of using technology has been diversified as time passed. In the 6th curriculum, the technology mainly used for introducing technology and simple calculation, but in the 7th and 2007 revised curriculum the technologies and software were also used for understanding mathematical laws, principles and concepts and students-centered exploring the mathematical properties.

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A Study on Implementation of the Seventh Mathematics Curriculum at the Elementary School Level (제 7차 수학과 교육과정 운영에 관한 실태 분석 연구 - 초등 단위학교 및 교사 수준을 중심으로 -)

  • 최승현;황혜정
    • School Mathematics
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    • v.6 no.2
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    • pp.213-233
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    • 2004
  • This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the elementary school level, especially focused on the subjects of schools and the teachers for the actual curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is be-ing implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of "(1)reorganization, (2)student-centeredness, and (3)diversification/specialization" of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation.

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On the Gap of Revision and the 7th National Mathematics Curriculum according to Shifts in Contents (2007년 개정 수학과 교육과정의 이행에 따른 학년간 내용 이동 분석)

  • Kim, Sang-Mee
    • Education of Primary School Mathematics
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    • v.11 no.2
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    • pp.95-103
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    • 2008
  • The 7th national mathematics curriculum was revised in 2007. According to the revision curriculum, new texts and guides are developed and will come into effect for elementary and secondary school in 2009. Some contents are shifted and also newly added at the revision curriculum. This paper analyzed the gap between the revision and the 7th national mathematics curriculum based on the shifts in contents, and investigated on the difficulties that some graders probably will undergo owing to shifting the contents between grades. As a result, several important problems were found in some graders between the revision and the 7th national mathematics curriculum. In particular, some graders could not have a chance to learn some mathematical concepts without another lesson plans. For some graders, special lesson plans and supplementations are required. The brief summary of these supplementations as follows: ⅰ) For entering students in 2005, the supplementations about equations and direct proportion and inverse proportion should be needed at the 6th grade in 2010 or at the 7th grade in 2011. ⅱ) For entering students in 2006, the supplementations about estimations and correspondence should be needed at the 4th grade in 2009 or at the 5th grade in 2010. And the supplementations about the relation of fractions and decimals and the ratio should be needed at the 5th grade in 2010. ⅲ) For entering students in 2007, the supplementations about the addition and subtraction of time using second unit and the addition and subtraction of weight should be needed at the 3th grade in 2009 or at the 4th grade in 2010.

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Development and Implementation of Elementary Mathematics Curriculum (창의적 문제해결력 중심의 수학 교육과정 개발 및 적용: 초등학교 수준을 중심으로)

  • 김정효;권오남
    • Education of Primary School Mathematics
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    • v.4 no.2
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    • pp.83-103
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    • 2000
  • The purpose of this study is to develop and implement an alternative elementary mathematics curriculum to enhance creative problem solving ability. The curriculum consisting of three main elements was developed. The three elements are content knowledge, process knowledge and creative thinking skills. The curriculum contents and the units were developed by mathematics educators, elementary educators, psychologists, elementary school teachers and curriculum specialists for 3 years. In order to test the effectiveness of the developed curriculum, the 5 units based on a problem-based-learning (PBL) method were implemented in a 5th grade class as an experimental group during the second semester. For the comparison group the ordinary lesson based on the 6th national mathematics curriculum was implemented during the same period. Performance assessment was developed and used for the pre and post test. T-est was use to testify that the effect of the curriculum is statistically signigicant. The results of the test showed that the experimental group progressed significantly in the creative problem solving ability, but the comparison group did not.

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The Analysis of the Korean Middle School Students' Responses to Chemistry Problems Under the 6th National Curriculum in the Third International Mathematics and Science Study-Repeat (TIMSS-R) (제3차 수학 · 과학 성취도 국제 비교 반복 연구(TIMSS-R) 중 제6차 교육과정상의 화학 문항에 대한 우리 나라 중학생의 응답 분석)

  • Hong, Mi Yeong;Jeon, Gyeong Mun
    • Journal of the Korean Chemical Society
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    • v.46 no.2
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    • pp.169-176
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    • 2002
  • In this study, the chemistry achievement of the Korean 8th grade students in the Third Inter-national Mathematics and Science Study-Repeat(TIMSS-R), which was administered internationally in 1999,was analyzed. By the 6th national curriculum, 31 chemistry problems were selected from the categories of 'classification of matter', 'structure of matter', 'chemical reactivity and transformations', 'physical properties and physical changes of matter', 'heat and temperature', 'subatomic particles', 'pollution', 'scientific method',and 'scientific measurements' among the total 143 problems. Based on the analysis of the percentage of cor-rectness on each problem, the weak and strong points of the 6th curriculum were discussed. The implications for the development of national curriculum and textbook are suggested.

Exploring the Direction of Middle School Statistics Education through a Comparison of Statistical Content between China & Korea: Focused on the Revised 2022 Mathematics Curriculum (중국의 중학교 통계 교육과정 분석을 통한 통계교육 방안 탐색: 2022 개정 수학과 교육과정을 중심으로)

  • Suh, Boeuk;Rim, Haemee
    • 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.

A Study on Probability and Statistics Education in Middle School's Mathematics Textbooks in Korea

  • Jang, Dae-Young;Park, Yong-Beom;Lee, Hey-Young
    • Communications for Statistical Applications and Methods
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    • v.7 no.1
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    • pp.337-356
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    • 2000
  • In Korea mathematics education of middle school has been taken according to the 6th national mathematics curriculum which was renovated by the Ministry of Education announcement in 1992. The eight middle school mathematics textbooks are composed of under this curriculum The education of probability and statistics has been carried out as a part of statistics education centering around middle school's mathematics textbooks.

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Analysis of Elementary School Mathematics Textbooks for the Development of Mathematics Curriculum to Meet the Needs of the Knowledge-Driven Society (지식기반사회에서의 초등수학과 교육과정 개발을 위한 기초연구로서의 제 7차 초등 수학 교과서 분석)

  • 김경자;정미화;손지원
    • Education of Primary School Mathematics
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    • v.6 no.1
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    • pp.11-28
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    • 2002
  • The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

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