A comparative study of the revised 2022 Korea mathematics curriculum and the international baccalaureate diploma program mathematics: Applications and interpretation standard level - focusing on high school statistics area
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.
Abstract
This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.
참고문헌 (20)
- "Pre-K-12 guidelines for assessment and instruction in statistics education II: A framework for statistics and data science education" (2020)[URL]
- Bowen, G. A., "Document analysis as a qualitative research method", Qualitative Research Journal, 9(2), pp.27~40 (2009)[DOI]
- Garry, T., "Standard level mathematics applications and interpretation for the IB diploma" (2019), Pearson Education Limited
- International Baccalaureate Organization, "Diploma programme mathematics: applications and interpretation guide first examinations" (2019), IBO
- Ko, E. S., "High school <Probability and Statistics>" (2019), Sinsago
- An analysis of the current state of the revised 2015 mathematics curriculum and its implementation in Schools, "Kim, D. W.", Korea Foundation for the Advancement of Science & Creativity, ~, pp.Research Report BD21010009 (2015)
- Elementary and secondary school statistics curriculum improvement research report, "Kim. D. J.", The Korean Statistical Society, ~, pp.Research Report 2019-01 (2019)
- Kim, K. H., "A study on the implication of IBDP student assessment for high school academic achievement test in Korea", Journal of Education & Culture, 24(2), pp.79~99 (2018)[DOI]
- A comparative analysis of international curriculum and Korean mathematics curriculum, "Kim, S. H.", KOFAC, ~, pp.KOFAC Research Report C1015119-01-01 (2020)
- Kim, S. H., "Exploring the direction of high school mathematics education based on IB curriculum", Journal of Educational Research in Mathematics, 30(2), pp.329~351 (2020)[DOI]
- A study on the development of the revised 2022 mathematics curriculum, "Lee, K. H.", Ministry of Education, ~ (2022)
- A study on the guidelines for subject curriculum development, "Lee, K. W.", Korea Institute for Curriculum and Education, ~, pp.Report of Korea Institute for Curriculum and Education CRC 2014-7 (2014)
- Mesa, V., "University instructors’ use of questioning devices in mathematics textbooks : An instrumental approach", ZDM–Mathematics Education, 53(6), pp.1299~1311 (2021)
- A policy study on the development of the 2015 revised mathematics curriculum draft, "Park, K. M.", Korea Foundation for the Advancement of Science & Creativity, ~, pp.Research Report BD15110001 (2015)
- Park, W. H., "A comparative study on international baccalaureate diploma programme(IBDP)textbooks and Korean textbooks by the 2015 revised curriculum-Focus on function from a mathematical modeling perspective-", Journal of the Korean School Mathematics Society, 25(2), pp.125~148 (2022)[DOI]
- Rim, H. M., "Analysis of proof content in Korea, Japan, and IB middle school mathematics curriculum and textbooks", The Journal of Curriculum and Evaluation, 25(2), pp.89~117 (2022)
- Yang, H. J., "A comparative study of mathematics textbook between 2009 revised curriculum and IB diploma program-The case of high school algebra-", Communications of Mathematical Education, 29(3), pp.391~421 (2015)[DOI]