Comparative analysis on revised mathematics curriculum in 2007 and revised mathematics curriculum in 2009, and study of textbooks on the geometry field of the second graders of middle school
Hyun Young Roh
Major in Mathematics Education
Graduate Scho...
Comparative analysis on revised mathematics curriculum in 2007 and revised mathematics curriculum in 2009, and study of textbooks on the geometry field of the second graders of middle school
Hyun Young Roh
Major in Mathematics Education
Graduate School of Education
Pusan National University
Abstract
There are three characteristics of revised mathematics curriculum in 2009: first, 20% diminution in the amount of contents of mathematics curriculum, second, emphasis on creativity for mathematics through mathematics curriculum, and third, reflection of a graded school system for flexibility of the curriculum. This study compares and analyzes between the revised mathematics curriculum in 2007 and in 2009 to understand the latter better; especially the field of geometry of the second year mathematics in middle school. Here selects one kind of textbook that follows the revised curriculum in 2007 and three kinds of textbooks that follow the one in 2009, and compares the objectives of each textbook and the following changes. The research also covers the activities used in the four textbooks.
As a result, in the revised curriculum in 2009, preposition and proof lesson are deleted for the 20% diminution in the amount of contents of mathematics curriculum. The theorem of double point of the triangle and its converse are still discussed in class although the terms of them are deleted. Also, center of similitude and position of similitude are completely eliminated, so it is sufficient to explain the center of mass of the triangle without even mentioning them.
How the textbooks deal with the creativity for mathematics through mathematics curriculum is researched on the introduction of middle unit, introduction of small unit, finishing section of middle unit and big unit. Consequently, mathematical thinking and communicative skills are emphasized in the textbooks that follow the revised mathematics curriculum in 2007. However, materials in those textbooks are insufficient when they are compared with the textbooks following the curriculum in 2009. The textbooks that follow the curriculum in 2009 have many subject matters and stories which can be read at a glance and also has a variety of activities to enhance the mathematical creativity according to problem-solving, inference, and communication skills. Some textbooks are organized using story-telling techniques, so they can approach to the students more familiarly and interestingly.
Lastly, when reflection on a graded school system for flexibility of the curriculum is seen as a textbook, it is hard to understand it deeply because only three kinds of textbook following the revised mathematics curriculum in 2009 are compared. However, when it comes to textbooks study, the features are not recognized at all. For this part, it is necessary to develop various kinds of textbooks.
Comparative analysis on revised mathematics curriculum in 2007 and revised mathematics curriculum in 2009, and study of textbooks on the geometry field of the second graders of middle school
Hyun Young Roh
Major in Mathematics Education
Graduate School of Education
Pusan National University
Abstract
There are three characteristics of revised mathematics curriculum in 2009: first, 20% diminution in the amount of contents of mathematics curriculum, second, emphasis on creativity for mathematics through mathematics curriculum, and third, reflection of a graded school system for flexibility of the curriculum. This study compares and analyzes between the revised mathematics curriculum in 2007 and in 2009 to understand the latter better; especially the field of geometry of the second year mathematics in middle school. Here selects one kind of textbook that follows the revised curriculum in 2007 and three kinds of textbooks that follow the one in 2009, and compares the objectives of each textbook and the following changes. The research also covers the activities used in the four textbooks.
As a result, in the revised curriculum in 2009, preposition and proof lesson are deleted for the 20% diminution in the amount of contents of mathematics curriculum. The theorem of double point of the triangle and its converse are still discussed in class although the terms of them are deleted. Also, center of similitude and position of similitude are completely eliminated, so it is sufficient to explain the center of mass of the triangle without even mentioning them.
How the textbooks deal with the creativity for mathematics through mathematics curriculum is researched on the introduction of middle unit, introduction of small unit, finishing section of middle unit and big unit. Consequently, mathematical thinking and communicative skills are emphasized in the textbooks that follow the revised mathematics curriculum in 2007. However, materials in those textbooks are insufficient when they are compared with the textbooks following the curriculum in 2009. The textbooks that follow the curriculum in 2009 have many subject matters and stories which can be read at a glance and also has a variety of activities to enhance the mathematical creativity according to problem-solving, inference, and communication skills. Some textbooks are organized using story-telling techniques, so they can approach to the students more familiarly and interestingly.
Lastly, when reflection on a graded school system for flexibility of the curriculum is seen as a textbook, it is hard to understand it deeply because only three kinds of textbook following the revised mathematics curriculum in 2009 are compared. However, when it comes to textbooks study, the features are not recognized at all. For this part, it is necessary to develop various kinds of textbooks.
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