Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States Summary of a Workshop (2015) / Chapter Skim
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2 MATHEMATICS CURRICULUM IN KOREA
2 MATHEMATICS CURRICULUM IN KOREA
Pages 9-22
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From page 9... ...
The national curriculum framework describes overarching goals and grade-level structure, and gives instructions for implementation. These are elaborated in the mathematics curriculum, which gives detailed specifications for: • Learning goals by school level; • Grade-level content objectives; • Benchmarks; 9
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From page 10... ...
The previous curriculum included competencies that are believed to be fostered by engaging in mathematical processes such as mathematical reasoning, problem solving, and communication. But, Lew said, speaking as a writer of the national mathematics curriculum, we have recognized another important factor in mathematics education: mathematical attitude.
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From page 11... ...
They should also recognize the social and cultural importance of mathematics. Mathematics Curriculum Design JeoungSuk Pang of the Korea National University of Education described important aspects of recent curriculum frameworks reflected in the design of mathematics curricula.
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Because of the characteristics of mathematics as a discipline, character building was not previously emphasized in mathematics instruction. But school violence has been a serious social issue recently, and it could no longer be ignored.
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Since the seventh national curriculum, Korea has tried to use differentiated instruction, but has met with much resistance from students and insufficient numbers of teachers for implementation. 5 So, the national curriculum left decisions about implementation to individual schools.
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Creating Elementary Textbooks for the 2011 Curriculum Man Goo Park of the Seoul National University of Education described how the 2011 revision of the mathematics curriculum has been reflected in elementary textbooks. His institution specializes in the education of preservice elementary teachers, and he is an experienced member of an elementary textbook writing team.
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From page 15... ...
Since the sixth curriculum, problem solving has been emphasized, and this emphasis has been reflected in the improvement of the instructional method and assessment. The seventh mathematics curriculum added an emphasis on strengthening mathematical reasoning and mathematics in daily life.
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Changes in Pedagogy Jung Sook Park, a teacher at Taenung High School, described pedagogical changes made in response to national curriculum changes. To illustrate changes for individualized instruction, Park contrasted pages of a textbook for the seventh curriculum with a student workbook for the 2007 revision.
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From page 17... ...
One focus in textbook development is mathematical personality traits, including creative problem solving and various forms of mathematical communication. A second focus is character building.
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From page 18... ...
School level Grade band 2011 2012 2013 2014 2015 1–2 D D/A I Elementary 3–4 D D/A I 5–6 D D/A I Middle school 1–3 D D/A I High school 1–3 D D/A I MEST formed a committee for textbook policy that solicited opinions from teachers, policy makers, and mathematics education experts. Three recommendations were prominent: • More autonomy and variety needed to be allowed in textbook development.
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From page 19... ...
The federation's members include the Korean Mathematical Society, Korean Society of Mathematical Education, Korean Society for Industrial and Applied Mathematics, and Korean Women in Mathematical Sciences. Kim said that in the past, when there was a curriculum reform or other change, government representatives did not listen to mathematicians, saying "How can you, the representative of one organization, represent all communities?
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From page 20... ...
Character building (Korea) • In the national curriculum framework in Korea, the objective of "character building" had its origins in the school subject of ethics.
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From page 21... ...
Classroom teachers notice that students find math more interesting with this approach. • Giving Korean students the opportunity to name figures, such as the example of the isosceles triangles is very nice, but that kind of work is advancing their creativity more than character building.
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From page 22... ...
For elementary-level implementation, one of the 1,000 CCBC groups visited each school and provided professional development to all of the teachers in that school, not only in mathematics but also in other subjects: art, music, and so on. They explained how creativity and character building in mathematics can be interpreted and how they can be embedded in teaching.
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