The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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A comparative study on the external & internal structure of mathematics curriculum between Korea and Japan : Focusing on the aspects of recent revisions

한·일 수학과 교육과정의 외·내적 체재 비교 분석 : 직전 교육과정과의 변화를 중심으로

  • Received : 2019.01.24
  • Accepted : 2019.04.29
  • Published : 2019.05.31
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Abstract

This study aims to investigate the aspects of revision in the external and internal structure of curriculum and documentation in Korea and Japan and to propose the direction and task to enhance the current framework of the national curriculum. Japan has been selected for comparison in that it explicitly prepared social changes such as the dramatic evolution of artificial intelligence and population aging in its new curriculum. Therefore, various aspects of revision were analyzed the 2009 & 2015 revised mathematics curriculum of Korea and the 2008 & 2017 mathematics curriculum of Japan respectively in the elementary, middle, and high school grade bands. Then, the differences between the two countries were identified through comparison. First, the structure of the mathematics curriculum in Japan was connected with the general guidelines more tightly than Korea, and the external structure of the mathematics curriculum stayed consistently after the revision. Second, contrary to Korea, which pursued the appropriateness and reduction of mathematical content, Japanese mathematics curriculum has been pursuing detailed contents both quantitatively and qualitatively. Lastly, Japan emphasized statistical problem-solving ability. Based on this, we suggested considering of consistency in the structure curriculum documentation, detailing contents of the curriculum, and strengthening of statistical education.

이 연구의 목적은 우리나라 수학과 교육과정이 나아가야할 변화의 방향을 제안하는 것이다. 이를 위하여 우리나라의 2009, 2015 개정 수학과 교육과정과 일본의 2008, 2017 수학과 교육과정을 대상으로 초, 중, 고등학교급 전반에 걸쳐 직전 교육과정과의 변화를 살피고, 그 변화를 양국 간 비교하였다. 비교결과를 토대로 세 가지의 시사점을 제안하였다.

Keywords

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[Fig. 1] The materials for this research

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[Fig. 2] Changes in the structure of documentation of the mathematics curriculum in Japan

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[Fig. 3] The relationship between the mathematical activity and the content domain in Japan (文部科学省, 2017d)

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[Fig. 4] Changes in the inclusion relationship of statistical contents between Korea and Japan mathematics curriculum

[Table 1] Terms & symbols of 2009 revised curriculum and learning elements of 2015 revised curriculum with a special focus on the middle school mathematics in Korea

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[Table 2] Changes in terms & symbols of the middle school mathematics curriculum in Japan

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[Table 3] Changes in the mathematical activity of the middle school mathematics curriculum in Japan

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[Table 4] Changes in the name of the content domain of the elementary school mathematics curriculum in Korea and Japan

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[Table 5] Changes in the content element of the elementary school mathematics curriculum in Korea

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[Table 6] Changes in the content element of the elementary school mathematics curriculum in Japan

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[Table 7] Changes in the name of the content domain of the middle school mathematics curriculum in Korea and Japan

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[Table 8] Changes in the content element of the middle school mathematics curriculum in Korea

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[Table 9] Changes in the content element of the middle school mathematics curriculum in Japan

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[Table 10] Changes in the structure of mathematical subjects in Korea and Japan

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[Table 11] Changes in the content element of the high school mathematics curriculum in Korea and Japan

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[Table 12] Changes in the objective of the middle school statistical curriculum in Korea

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[Table 13] Changes in the content element of the middle school statistical curriculum in Korea

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[Table 14] Changes in the objective of the middle school statistical curriculum in Japan

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[Table 15] Changes in the content element of the middle school statistical curriculum in Japan

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