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Abstract ▼ AI-Helper

The purpose of this research is to analyse Korean elementary mathematics curriculum taking a philosophical view of mathematics education. In this research, 1 will analyze not only the current elementary mathematics curriculum but also the past ones. There have been intermittently quantitative and ex...

The purpose of this research is to analyse Korean elementary mathematics curriculum taking a philosophical view of mathematics education. In this research, 1 will analyze not only the current elementary mathematics curriculum but also the past ones. There have been intermittently quantitative and external analysis so far to comprehend the elementary mathematics curriculum. But, I thought we also need qualitative and internal comprehension and examined the curriculums through a philosophical analysis. Generally, mathematics curriculums at every period have their own mathematical philosophy consciously or tacitly. And, the school mathematics is the practice of mathematics curriculum based on that mathematical philosophy. Mathematical curriculum reflects both the philosophical aspect in mathematical philosophy that forms the background of the mathematical curriculum and the sociological aspect in real-class that is the output of the curriculum. With this view, the logic of social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. So, I comprehend the tendency of the Korean elementary mathematics curriculum from the first to the seventh through the philosophical views. In view of the results so far achieved, after the second half of the 20th century, the Korean mathematical curriculums mainly have the tendency from the Ideology of progressive educator (the first) to of technological pragmatist (the second), from that of old humanist (the third and forth) to progressive educator (the fifth and sixth), and lastly that of social constructivism (the seventh).