• The Mathematical Education
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• v.45 no.2 s.113
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• pp.231-242
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• 2006

National curriculum is very important for the future of nation. So, continuous efforts are needed to improve the national curriculum. This study examined the issues and the problems related with the 7th optional mathematics curriculum, and gave the message about th: methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th optional mathematics curriculum. 264 high school mathematics teachers are participated in this survey. We found the result that the 7th optional mathematics curriculum has the problem in contents and management. So, this study gave not only the problem but also the various concrete methods for management of the 7th optional mathematics curriculum. We hope that mathematics education members research and argue about the optional mathematics curriculum for next curriculum.

• School Mathematics
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• v.3 no.1
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• pp.1-23
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• 2001

In this paper, contents related to problem solving in 7th elementary mathematics curriculum analyzed in five aspects: problem solving stages, problem solving strategies, problems, problem posing, and assessment on problem solving abilities. From the results and processes of analysis, following conclusions are obtained: First, it is difficult to say the contents related to problem solving in 7th elementary mathematics curriculum are prepared organically. Second, it is difficult to say that contents related to problem solving in 7th elementary mathematics curriculum reflect results of recent researches.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.325-336
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• 2005

Curriculum is very important for the future of nation. So, continuous efforts are needed to improve the curriculum. This study looked into the issues and the problems related with the 7th differentiated mathematics curriculum, and gave the message about the methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th differentiated mathematics curriculum. 264 high school teachers are participated in this survey. In special, this study gave not only the problem but also the various concrete methods for management of the 7th differentiated mathematics curriculum. We hope that mathematics education members research and argue about the differentiated mathematics curriculum for next curriculum.

• 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.

• School Mathematics
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• v.8 no.3
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• pp.341-364
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• 2006

This paper analyzed contents related to problem solving in the 7th elementary mathematics curriculum in conjunction with main changes in the next curriculum under discussion. This paper then provided detailed analyses of textbooks and workbooks in terms of principal contents, problem solving strategies, content areas, and problem types in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that many issues and suggestions stemming from the analyses will serve basic information to develop next curriculum and its concomitant instructional materials in a way to fostering students' problem solving ability.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.53 no.4
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• pp.216-222
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• 2004

This research is that concern in mathematics education of Technical high school Department of Electricity in the 7th educational curriculum. we indicated problem compare 7th with 6th mathematics curriculum subject contents in Technical high school Department of Electricity. And examine major subject contents, analyzed contents of mathematics that must supplement and mathematics which use in major subject. Established contents of electricity mathematics education that need to major learning to satisfy target of technical high school technical education that is presented in the 7th training courses with this analysis. Also, we hope these results are into consideration when writing new mathematics text in Technical high school Department of Electricity.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.35-55
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• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.105-128
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• 2013

One of the biggest changes in 2007 Curriculum Revision is introduction of letter, equation, direct proportion and inverse proportion in fifth and sixth grade of mathematics. The purpose of this study is to provide some implications about teaching-learning method for introduction of letters, teaching and learning activities of equation between the 6th Curriculum and 2007 Curriculum Revision. The below conclusions were drawn from findings obtained in this study. First, the letter and expression were learned in fifth and sixth grade until 6th Curriculum and were learned in seventh grade in middle school of 7th Curriculum. But letter, equation are introduced in 2007 Curriculum Revision again. The overall contents of letter and expression were learned on the 'Relationship' domain in the 6th Curriculum, it were learned on the 'Letter and expression' domain in the 7th Curriculum and is learned on the 'Regularity and problem-solving' domain in the 2007 Curriculum Revision. Second, teaching method of these contents was to promise some definitions at first and then to solve exercises in the 6th Curriculum. But leaning was forced to improve student's problem-solving in the 7th Curriculum. To reduce student's pressure offers at a minimum mathematics terms and to provide problem situations to students who contact daily, it is emphasized on learner's communication in the 2007 Curriculum Revision. We want to be easily connected elementary mathematics and higher mathematics through this study about letter, equation. We recognized how we teach the letter and expression to reduce misconceptions and draw a transition from arithmetic thinking to algebraic thinking and want to be continue of another studies.

• 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.

• 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.