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This research investigated the Revised mathematics curriculum and the National Achievement Test of Japan that advanced by leaps and bounds in PISA 2012. As compared with Korea, Japan shows similar trends in the affective domain and the cognitive domain of international achievement test. To put it co...

This research investigated the Revised mathematics curriculum and the National Achievement Test of Japan that advanced by leaps and bounds in PISA 2012. As compared with Korea, Japan shows similar trends in the affective domain and the cognitive domain of international achievement test. To put it concretely, this research compared and analyzed the mathematics contents domain of the 2009 revised mathematics curriculum of Korea and the 2008 revised mathematics curriculum of Japan being applied. The analysis was conducted in many aspects including overall of Japanese mathematics education system, the contents to be covered in each grade, and the methods of essential learning themes. We compared the mathematics contents dealt with each country based on the framework of analysis such as . Also, this research compared and analyzed overview of evaluation system, assessment frame, item characteristic, type of item of NAEA, NAT, and PISA. The results show the introduction time, the degree of deepening themes handled in each country, common themes and topics were very similar between Korea and Japan. But content area of Japan and Korea have been highlighted in the curriculum of middle school and elementary school in each are different. We know that Test B of NAT also emphasized the use of mathematical knowledge. Form the results, we obtained the basic data for the improvement of the next our curriculum. In addition, this results suggests the implications for the improvement of school mathematics curriculum of Korea.

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