By Jinho Kim, Inki Han, Mangoo Park, Joong Kwoen Lee
This e-book will introduce the heritage and practices of arithmetic schooling in Korea. the way it has been stimulated from Japan, the US, and different international locations, and has constructed into the original Korean type of arithmetic schooling. The editors have deliberate to incorporate many of the issues researchers outdoor Korea need to know arithmetic schooling in Korea.
Ch. 1. heritage of arithmetic curriculum in Korea --
ch. 2. present nationwide arithmetic curriculum --
ch. three. present simple arithmetic textbooks --
ch. four. matters, traits, and destiny instructions in examine on arithmetic curriculum in Korea --
ch. five. destiny instructions for the maths textbooks --
ch. 6. Reform-based guide in Korea: having a look over its can provide to find its successes --
ch. 7. results of learner-centered guideline on newbies' reasoning skill: specialize in third-grade department --
ch. eight. instructing and studying practices in arithmetic school rooms: thinking about geometry --
ch. nine. educating and studying practices in arithmetic study rooms: specialize in statistics --
ch. 10. educating and studying practices in arithmetic school rooms: occupied with challenge fixing --
ch. eleven. tests administrated via the universities, via workplace of schooling, and by means of state --
ch. 12. review in Korean arithmetic lecture room --
ch. thirteen. arithmetic attempt within the CSAT.
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Extra info for Mathematics education in Korea. / Curricular and teaching and learning practices
To accomplish this purpose, several directions are employed in developing elementary mathematics textbooks13. Textbooks are designed: • • • • • to be interesting for students by using real-life phenomena or familiar situations; to consider students’ development levels so that they are easy to understand and to promote self-directed learning; to improve students’ mathematical reasoning, communication, and problem-solving ability; to help students understand the value of mathematics and nurture positive dispositions toward mathematics; and to use adequate editing and design tailored to each grade level to increase learning effects.
Hwang & H. Han Fourth, if the concept of function is implemented from proportion context as set forth in the 7th Mathematics Curriculum, it would be difficult for students to understand the linear function and quadratic function later on. As a result, Mathematics Curriculum Revised in 2007 changed the concept of the function as ‘correspondence between two different quantities, each defined by a change of one quantity’. 3. 2nd Grade Middle School First, in the process of selecting essential lesson contents, the lesson on addition and subtraction of approximate value was deleted to reduce the lesson volume.
Assessment of cognitive domains should focus on process as well as on results in order to foster students’ mathematical reasoning skills and emphasize the following abilities generally required for the teaching of mathematics. (1) The ability to understand and apply basic mathematical concepts, principles, and laws; (2) The ability to use appropriate mathematical terminology and symbols to represent mathematical ideas; (3) The ability to reason based on mathematical knowledge and skills; (4) The ability to solve diverse situational problems through mathematical reasoning; (5) The ability to observe, analyze, and organize phenomena from daily life and social and natural phenomena from a mathematical point of view; (6) The ability to rationally communicate the process and results of mathematical thinking; (7) The ability to think creatively based on mathematical knowledge and skills.