• Research in Mathematical Education
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• v.8 no.2
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• pp.95-106
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• 2004

The purpose of this paper is to diagnose the problems of the revision process of the curriculum, and identify the issues in relation to the 7th mathematics curriculum. From the review on the curriculum revision process in Korea, three issues were identified; timing and scale of curriculum revision, research and curriculum revision, and the relationship between the revision of the overall curriculum and that of a subject curriculum. Regarding the mathematics curriculum, the three issues were raised for further discussion; lack of philosophy behind the mathematics curriculum, optimization of mathematics educational content, and differentiated curricula for students of different abilities.

• Research in Mathematical Education
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• v.11 no.1
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• pp.53-63
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• 2007

Mathematics curriculum reform is very important, and it can be understood well by power. This paper uses the extended Foucault's power theory as foundations to view mathematics curriculum reform. The research's case is China's ongoing mathematics curriculum reform. Through analyzing the power relationships in China's ongoing mathematics curriculum reform, the paper thinks that power's balance is very important in mathematics curriculum design, because it will affect the designed curriculum.

• The Mathematical Education
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• v.40 no.1
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• pp.125-137
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• 2001

We review the mathematics education in Korea just after the 1595 Liberation and the first, second curriculum announced in 1955 and 1963, respectively. The 3rd curriculum announced in 1973 is influenced by “New Mathematics” in America. There were theoretical research about “New Mathematics”, but no experimental research about it in the school. So, there was not much effect of “New Mathematics” in mathematics education. After that we have the 4th, 5th and 6th curriculum which is improved by the result of experience in teaching. The 7th curriculum announced in 1997 emphasized practical mathematics. In this paper, we review the mathematics education and consider some problems in the 7th curriculum. We also consider some problems in mathematics textbook authorization under the 7th curriculum. To solve these problems, we suggest some facts. Especially, we need the philosophy about mathematics education and the enough knowledge about “Mathematics for Mathematics Teachers”.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.369-381
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• 1999

The aim of this study is to analyze the relationships and propose the desirable relationships between mathematics curriculum and curriculum-introduction. Under the purpose of this study, we investigate the coherence of mathematics curriculum and curriculum-introductions which have been revised through the seven curriculum-revisions to the present. And we analyze the change in the education. On the basis on this analysis, we propose mathematics textbooks which can be said that have a strong impact on the practice of mathematics the important points that should be considered in the mathematics curriculum-revision. First, we need to reconsider the order of the mathematics curriculum-revisions which has been going on from curriculum-introduction to mathematics curriculum. Second, we should take more efforts in developing the mathematics textbooks and reflect the voice of the mathematics textbooks and reflect the voice of athematics leachers in the more positive way.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.317-330
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• 2012

The purpose of this paper is to examine current state of curriculum research and research methods used in the research in Korea. Results from the review of peer-reviewed research articles suggest that the ways in which the research studies on curriculum in Korea sorted out issues seemed to heavily concentrate on the written and intended curriculum by means of a document analysis. The topics of curriculum studies were biased in the studies of intended curriculum, and a significant number of curriculum studies were related to elementary levels. Regarding the research methods, the findings showed that many studies on mathematics curriculum have focused on national curriculum, textbooks, and curriculum materials, document analysis are the most frequently used methods in the studies of mathematics curriculum. We finally suggest pursuing various research topics and issues on curriculum, balancing weigh on the written and enacted curriculum, and deeper analysis and investigation of textbooks.

• 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.

• The Mathematical Education
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• v.59 no.3
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• pp.201-216
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• 2020

This study analyzed 493 domestic mathematics curriculum articles published in KCI's listings from 1997 to 2019 using LDA topic modeling. As a result, domestic mathematics curriculum research could be categorized into eight topics such as 'context in a curriculum', 'analysis a curriculum by the mathematical concept', 'form, system, meaning, and character of a curriculum', 'instruction and application of a curriculum', 'implementation and evaluation of a curriculum', 'tasks in a curriculum', 'analysis of a curriculum based on ability', 'compare and analysis curriculum and textbook'. The topic 'implementation and evaluation of a curriculum' was identified with the lowest proportion. Also, we performed the simple regression analysis with the weight of topics in the application period of the curriculum, and 'analysis of a curriculum based on ability' appeared as a 'hot topic'. Furthermore, topics appeared differently depending on the application period of the curriculum. Some of the appeared topics showed a tendency to match the emphasis of the highlight in a mathematics curriculum. Based on the results, future studies should develop frameworks for mathematics curriculum studies and extend the field of mathematical curriculum studies to make progress. Furthermore, future studies are needed to examine the enactment, feedback, and competency evaluation in the mathematical curriculum.

• 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.

• The Mathematical Education
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• v.49 no.4
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• pp.437-462
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• 2010

The purpose of this research is to analyze the textbook contents about the natural number concepts in the Korean National Elementary Mathematics Curriculum. Understanding a concept of natural number is crucial in school mathematics curriculum planning, since elementary students start their basic learning with natural number system. The concepts of natural number have various meaning from the perspectives of pedagogical research, and the philosophy of mathematics. The natural number concepts in the elementary math curriculum consist of four aspects; counting numbers, cardinal numbers, ordinal numbers, and measuring numbers. Two research questions are addressed; (1) How are the natural number concepts focusing on counting, cardinal, ordinal, measuring numbers are covered in the national math curriculum? ; (2) What suggestions can be made to enhance the teaching and learning about the natural number concepts? Findings reveal that (1) the national mathematics curriculum properly reflects four aspects of natural number concepts, as the curriculum covers 50% of the cardinal number system; (2) In the aspect of the counting number, we hope to add the meaning about 'one, two, three, ......, and so on' in the Korean Mathematics curriculum. In the ordinal number, we want to be rich the related meaning in a set. Further suggestions are made for future research to include them ensuing number in the curriculum.

• East Asian mathematical journal
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• v.28 no.4
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• pp.487-504
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• 2012

This study was to analyze the research trend related to mathematics education evaluation in the analysis of the articles on , . The study explores the future direction of mathematics education assessment research by investigating whether such evaluation was suitable for the expectation about the assessment required in the current mathematics curriculum. This study was to classify the evaluation-related researches based on Korea educational curriculum revision from 1991-2010 to examine the research trend on the mathematics education evaluation in each season in Korea, analyze the articles by 'monitoring of student's progress', 'judgement on instruction', 'giving the value on mathematics achievement of students', 'value judgement of the program' that were the purpose of evaluation presented in 1995 NCTM(National Council of Teachers of Mathematics). As a result, looking at the research trend classified by the time of the educational curriculum revision, the 7th educational curriculum had the most number of the papers announced from 1997-2006. Despite 2007 educational curriculum revision was the short period from announced 2007-2008 before the next educational curriculum was placed, 11 papers(34.4%) were published. According to the category by the purpose of the assessment prescribed in NCTM, it showed that researches of 'monitoring of student's progress(46.9%)' were the most, those of 'value judgement of the program' and 'giving the value on mathematics achievement of students had a similar percentage.