Journal of the Korea Society of Mathematical Education Series D: 韓國數學敎育學會誌 시리즈 D:

Research in Mathematical Education <數學敎育硏究>

Vol. 1, No. 1, July 1997, 43–59 제 1 권 제 1 호 1997 년 7 월, 43–59

School Mathematics Curriculum in Korea

Park, Kyung Mee
Korean Educational Development Institute, 92-6 Umyeon-dong, Seocho-gu,
Seoul 137-791, Korea

Now in Korea, the 7th curriculum reform is underway. The main difference of the
seventh curriculum compared with former curricula is that it puts much emphasis on
individual difference. It is a “differentiated” curriculum.
The basic directions of the 7th mathematics curriculum are as follows:

1. Offer various mathematical subjects for “Selective Educational Period” (Grades 11

and 12).
2. 30% reduction of mathematical contents.
3. The reconciliation of domain names of school mathematics.
4. The use of computers and calculators in mathematics classrooms.

I. Brief History of Mathematics Curriculum in Korea

School mathematics curriculum of modern Korea has been revised six times since
the establishment of its government in 1945.
The 1st mathematics curriculum can be characterized as a real-life-experience-
centered-curriculum which was influenced by progressivism in the United States.
Thus, the curriculum valued students’ experience in their real life.
Looseness of the 1st mathematics curriculum caused a decline of students’
achievement in mathematics, which necessitated the second curriculum revision. The
focus of the 2nd curriculum was systematic -learning, which was based on Herbart’s
essentialism. The 2nd curriculum placed great value on the logical and theoretical
aspects of mathematics, and pursued the improvement of students’ mathematical
abilities.
The 3rd mathematics curriculum was influenced by the “New Math” which was
the result of a discipline-centered-curriculum and mathematics modernization
movement. The 3rd curriculum attempted to introduce abstract but fundamental ideas
(for example, the concepts of sets, algebraic laws, etc.) early in the school period and
to review continually these ideas in subsequent lessons, relating, elaborating, and
extending them. Bruner’s discovery learning was also considered crucial in the 3rd

43
44 Park, Kyung Mee

curriculum.
The 4th mathematics curriculum began from the failure of the new math and the
emergence of the back to basics movement in the United States. Many people think
students’ basic computation skill was weakened by the structural approach to mathe-
matics of the third curriculum. Thus the 4th curriculum reduced the content, lowered
the level of difficulty, and emphasized obtaining minimal competencies in school
mathematics.
The 5th mathematics curriculum basically maintained the frame of the 4th curri-
culum. The main direction of revision was the emphasis on mathematical activities
and affective aspects of students’ learning of mathematics.
The 6th mathematics curriculum is not much different from the previous one. The
6th curriculum especially stresses fostering mathematical thinking abilities and mathe-
matical problem solving abilities.
Now in Korea, the 7th curriculum reform is underway. The main difference of the
seventh curriculum compared with former curricula is that it is a “differentiated”
curriculum.

Table 1. Periods of Mathematics Curriculum Revision

Phase Period Main Focus
1st Mathematics Curriculum 1955 – 1962 real-life-centered
2st Mathematics Curriculum 1963 – 1972 systematic -learning
3st Mathematics Curriculum 1973 – 1981 new math
4st Mathematics Curriculum 1982 – 1988 1st revision, back to basics
5st Mathematics Curriculum 1989 – 1994 2nd revision
6st Mathematics Curriculum 1995 – 1999 problem-solving
7st Mathematics Curriculum 2000 – differentiated curriculum

II. The 6th Mathematics Curriculum in Korea

1. The Structure of the Mathematics Curriculum

For each of the three school levels, i.e. primary, middle, and high, the correspond-
ing mathematics curriculum was developed. The documents of mathematics
curriculum for each level deal with 5 aspects: characteristics, objectives, contents,
methods, and evaluation comments (Figure 1).
From grade 1 to grade 10, mathematics is compulsory, which means all the
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 45

students should take the same mathematics courses. But, during grades 11 and 12,
tracking in mathematics courses is available (Figure 2).

Characteristics

Objectives
Sequence and Scope (See Appendix 4, 5, 6)
Contents
Contents by Grade Level
Methods

Evaluation Comments

Figure 1. The Structure of Mathematics Curriculum for Each Level

(Primary School/Middle School/High School)

Grades 1 to 10 Grades 11 and 12 Tracking

Mathematics I Literary Track

Common Mathematics I, II Science Track

Practical Mathematics Vocational Track

Figure 2. Tracking in Mathematics Courses in Grades 11 and 12

The domains of the mathematics curriculum are different according to each school
level.

Table 2. The Domains in Each Mathematics Curriculum

School Level Primary School Middle School High School
Number of
5 5 4
Domains
number number and expression
algebra
operation equation and inequality
analysis
Domains geometric figures function
geometry
measurement statistics
statistics
relation geometric figures
46 Park, Kyung Mee

2. Mathematics Textbooks

Mathematics textbooks should be written based on the mathematics curriculum as

in any other country. Thus, the mathematics curriculum plays the role of “bible” in
developing new mathematics textbooks. What follows is a summary of the basic
features of the mathematics textbooks for the 6th curriculum.

Table 3. Mathematics Textbooks (6th Curriculum)

School Number of Number of Policy of

Title
Level Textbooks Workbooks Publication
Primary School
Primary Mathematics
(2 semesters per year) 12 12 First type*
School
1–1, 1–2, · · · , 6–1, 6–2

Middle Middle School Mathematics Second

3 ×
School 1, 2, 3 type**
Common Mathematics
High Mathematics I Second
Mathematics II 4 ×
School type**
Practical Mathematics
* The textbooks of the first type are uniquely developed and published by the
central government, the Ministry of Education.
** The textbooks of the second type are developed and published by private
publishing companies, and the Ministry of Education approved the textbooks.

III. The 7th Mathematics Curriculum in Korea

1. General Features of the 7th Curriculum

Korea is presently in the middle of curric ulum revision, and the draft of the 7th
mathematics curriculum is going to be completed at the end of this year. The new
curriculum will be gradually implemented in the schools from the year 2000.
One of the most fundamental problems in education in Korea so far is that
teaching-and-learning in the classroom is being carried out without considering each
student’ capacity, aptitude, and interests. Thus, the core of the 7th curriculum revision
is the implementation of a “Differentiated Curriculum”(DC), which can alleviate such
problems. The main features of the DC are as follows.
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 47

First, the educational period consists of two: National Common Basic Educational
Period (10 years from grade 1 to grade 10) and Selective Educational Period (2 years
from grade 11 to grade 12). To prevent redundancy and inefficiency in dealing with
the mathematical contents in curriculum, and to pursue the consistency of mathe-
matics education, previous school distinctions will be abolished (even though the
distinction in terms of administration still will exist).
Second, DC is divided into “Level Based Differentiated Curriculum” (LBDC),
“Enrichment and Supplement Differentiated Curriculum” (ESDC), and “Subject
Selection Differentiated Curriculum” (SSDC).
LBDC is applied to the subjects whose contents are presumed to be hierarchically
structured, and which seem to create severe individual differences among pupils in the
instructional process. Those subjects have been determined to be Mathematics and
English. Mathematics is organized and implemented by LBDC from grade 1 to grade
10 (10 levels and each level with 2 sub-levels), and English is organized and
implemented by LBDC from grade 7 to grade 10 (4 levels and each level with 2 sub-
levels).
ESDC is applied to the subjects which are composed of various contents, and are
not presumed to cause serious individual differences among students. Such subjects
as Korean Language, Social Studies, and Science are organized and implemented by
ESDC.
SSDC is the curriculum in which students can select their own subjects based on
their needs and capacities. Therefore, various types and levels of subjects shall be
provided. SSDC is applied to all the subjects in grades 11 and 12.
Third, LBDC is operated on a semester basis, and each level in LBDC comprises
three sub-courses:
Basic -common course, Enrichment course, and Supplement course.
For underachieving students taking the subjects from LBDC, special remedial
courses shall be offered.

2. Focus of the 7th Mathematics Curriculum Revision

The basic directions of the 7th mathematics curriculum revision are as follow.
First, the 7th curriculum shall offer various mathematical subjects for the Selective
Educational Period in grades 11 and 12. The tentative subjects are
Mathematics I, Mathematics II, Practical Mathematics,
Calculus, Probability and Statistics, and Discrete Mathematics.
Compared to the 6th curriculum, the last three subjects are added to fill a variety of
students’ needs.
48 Park, Kyung Mee

Second is a 30% reduction of mathematical content. Many administrators in

government seem to think the level of difficulty in school mathematics in Korea is
relatively higher than western countries. And mathematics has been being blamed as
a main factor in the huge private lesson problems in Korean society. Thus everybody
expects that the lowering of school mathematics difficulty level will reduce the
suffering related to private tutoring. Not all the mathematics educators in Korea agree
with that. However the 30% reduction is already determined by administrators
despite mathematics educators’ opinions.
Third, there shall be reconciliation of the domain names of school mathematics.
As mentioned before, the domain names for each school level are heterogeneous.
Thus there shall be an integration of domain names. The only issue still under
discussion is whether “problem solving” will be established as a separate domain.
Fourth is how to implement the use of computers and calculators in mathematics
curriculum and in each classroom. The 6th curriculum already mentioned and
encouraged the utilization of calculators for some specific mathematics content.
However, the reality of schools does not allow active use of such technologies. Thus,
one of the main points of the 7th curriculum shall be the combination of the use of
calculators and computers with the mathematics curriculum.

References

Ministry of Education (1992): The School Curriculum of the Republic of Korea, Seoul:
Ministry of Education.
Ministry of Education (1992): The Detailed Exposition of Mathematics Curriculum of Elem-
entary School, Seoul: Ministry of Education.
Ministry of Education (1992): The Detailed Exposition of Mathematics Curriculum of Middle
School, Seoul: Ministry of Education.
Ministry of Education (1992): The Detailed Exposition of Mathematics Curriculum of
HighSchool, Seoul: Ministry of Education.
Kyung-Chul Huh, et al. (1996): Framework for Organization and Implementation of Differen-
tiated Curriculum (CR 96-31), Seoul: Korean Educational Development Institute.
Sung-Kyeun Shin; Ok-Ki Kang; Moon-Bong Kang; Hye-Jeang Hwang; Gyeo-Sik Park &
Moon-Hwan Park (1992): The 6th School Curriculum in Mathematics (RR 92-6), Seoul:
Korean Educational Development Institute.
Moon-Bong Kang, Ok-Ki Kang, Wan Kang & Kyung-Mee Park (1996): A Study for the 7th
Mathematics Curriculum Reform. Journal of the Korea Society of Educational Studies in
Mathematics, Vol 6. No. 2.
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 49

Appendix 1

Primary School Time Allotment* by Subject and Extracurricular Activity (6th

Curriculum)

Grade
1 2 3 4 5 6
Subject

Moral Disciplined Life

34(1) 34(1) 34(1) 34(1)
Education 60(2)/68(2)
Korean
210(7) 238(7) 238(7) 204(6) 204(6) 204(6)
Language

Mathematics 120(4) 136(4) 136(4) 136(4) 170(5) 170(5)

Social Studies 102(3) 102(3) 136(4) 136(4)

Intelligent Life
Subject 120(4)/136(4)
Area Science 102(3) 136(4) 136(4) 136(4)

Physical
102(3) 102(3) 102(3) 102(3)
Education
Pleasant Life
Music 68(2) 68(2) 68(2) 68(2)
180(6)/238(7)

Fine Arts 68(2) 68(2) 68(2) 68(2)

Practical Arts ・ ・ 34(1) 34(1) 34(1) 34(1)

Extracurricular
30(1) 34(1) 34(1) 68(2) 68(2) 68(2)
Activities

Optional Courses ・ ・ 34(1) 34(1) 34(1) 34(1)

Grand Total 790(24) 850(25) 952(28) 986(29) 1,054(31) 1,054(31)

* The minimum numbers of total instructional hours per year (per week)
– The standard number of school weeks a year is 30 in grade 1, and 34 in grades
2–6.
– One instructional hour covers 40 minutes.
– In case of grade 1, 70 hours among the total 790 instructional hours should be
allocated to an orientation program in March.
50 Park, Kyung Mee

Appendix 2

Middle School Time Allotment* by Subject and Extracurricular Activity (6th

Curriculum)

Grade
1 2 3
Subject

Moral Education 68(2) 68(2) 68(2)

Korean Language 136(4) 170(5) 170(5)

Mathematics 136(4) 136(4) 136(4)

Social Studies 102(3) 136(4) 136(4)

Science 136(4) 136(4) 136(4)

Compulsory
Physical Education 102(3) 102(3) 102(3)
Subject
Music 68(2) 34–68(1–2) 34–68(1–2)

Fine Arts 68(2) 34–68(1–2) 34–68(1–2)

Home Economics 68(2) 34(1) 34(1)

Technology and
34(1) 68(2) 68(2)
Industry
English 136(4) 136(4) 136(4)
Chinese Characters and
Classics
Elective Computer Science
34-68(1–2) 34-68(1–2) 34–68(1–2)
Subject
Environmental Studies

Others

Extracurricular Activities 34-68(1–2) 34-68(1–2) 34–68(1–2)

Grand Total 1,156(34) 1,156(34) 1,156(34)

* The minimum numbers of total instructional hours per year (per week)
– The standard number of school weeks a year is 34.
– One instructional hour covers 45 minutes.
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 51

Appendix 3

High School Time Allotment* by Subject and Extracurricular Activity (6th

Curriculum)

Common
Compulsory Courses for from Elective
Subject Area Compulsory
each Subject Area(Track) Courses
Courses
Ethics Ethics(6)
Speech(4), Reading(4),
Korean
Korean Language Composition(6), Grammar(4),
Language(10)
Literature(8)
Chinese Characters Chinese Characters and Classics
and Classics I(6), II(4)
Common Mathematics I(10), II(10),
Mathematics
Mathematics(8) Practical Mathematics(8)
Common Social
Five subjects including
Social Studies Studies(8), Subjects
Politics(4)
Korean History(6) excluded
Common Eight subjects including Physics from
Science the
Science(8) I(4), II(8)
compulsory
Physical Education
Physical Education Physical Education II(6) courses(8)
I(8)
Military Training Military Training(6)
Music Music I(4) Music II(4)

Fine Arts Fine Arts I(4) Fine Arts II(4)

Vocational Education
Nine subjects including
and Home
Technology(8)
Economics
Seventeen subjects including
Foreign Languages Common English(8)
English I(8), II(8)
Seven
subjects
Free Optionals
including
Philosophy
Total Units 70 126 12

* (The minimum numbers of total instructional hours per week)

– The standard number of school weeks a year is 34.
– One instructional hour covers 50 minutes.
52 Park, Kyung Mee

Appendix 4

Synopsis of Primary School Mathematics Curriculum (6th Curriculum)

Grade
1 2 3
Domain

– 0–99 – 0–999 – 0–9999

Number – introduction of – proper fraction
fraction – introduction of decimal

– addition and – addition and – addition and subtraction on

subtraction of subtraction on the range of four-digit
basic numbers the range of natural numbers
– addition and three-digit – multiplication whose multi-
subtraction of natural numbers plier is two-digit numbers
Operation two-digit natural – introduction of – division whose divisor is
numbers multiplication, one-digit numbers
multiplication – addition and subtraction of
table, and division proper fractions with
equivalent denominator
– addition and subtraction of
decimals

– recognizing shape – segment, – angle, right angle

and character of straight line – right triangle,
fundamental – components of isosceles triangle,
geometric figures construction of regular triangle
Geometric
(plane figure and triangle and – rectangle, square
Figures
solid figure) quadrangle – circle
– components of – constructing figures
construction of
right hexahedron
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 53

4 5 6

– ten thousand- – divisor, multiple – integer

– improper fraction, – set, element – power
mixed fraction, – reduction of a
equivalent fraction fraction
– principle of – union,
– position of decimals intersection

– addition, subtraction, – addition and – addition of

multiplication, and subtraction of integers
division of fractions with different – abacus
natural numbers denominator – division of
– addition and – multiplication fractions and
subtraction of and division of decimals
fractions with fractions – mixed calculation
equivalent denominator – multiplication on the range of
– addition and and division of positive rational
subtraction of decimals decimals numbers

– perpendicular, parallel – congruence of – regular polygon

– properties of parallel line figures, symmetry – circumference,
– acute angle, and drawing sector, arc
obtuse angle a figure similarity
– acute triangle, – development – prisms, cylinders
obtuse triangle figures of – pyramid, circular cone
– sum of interior right hexahedron – development figures
angles of triangle and cube – solid of
and quadrangle revolution
– trapezoids,
parallelogram,
rhombus, polygon
54 Park, Kyung Mee

Appendix 4 (Cont.)

Grade
1 2 3
Domain

– comparison of length (cm, m) – length (mm, km)

quantities clock, times – weight (g, kg)
– reading a clock minutes, day, – capacity (ℓ,㎗)
week, month, year – comparison of
more than, angle size
less than – calculation of times
Measurement
– about

– comparison of – record table – bar graph

cardinality – graph – making exp ression
– making – recognition of – corresponding
expression corresponding patterns
– patterns – finding unknowns
– finding unknowns – application
– making expression problem
– application
problem
Relation
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 55

4 5 6

– using degree – capacity (㎖, ㎘) – circumference

– reading a clock – weight (t) – length of an arc
– area of rectangle – areas of trapezoid, – using a reduced scale
and of square parallelogram, rhombus, – area of circle and sector
– area of and triangle – surface area and volume
right triangle and – surface area and volume of prism and cylinder
of triangle of right hexahedron – estimation
– rounding off, – true value, approximate – round number
counting fraction as value, error
one, emission of
fraction

– broken line graph – pictogram – histogram

– making expression – mean – rate graph
– corresponding – coordinate, – number of
patterns relation expression outcome in an event
– true, false graph – probability
– process problem – finding unknowns – direct proportion,
– game, puzzle – ratio, rate inverse proportion
– problem solving – properties of equality
strategy – simple equation
– proportional expression
– continued ratio
– proportional distribution
– speed, concentration
56 Park, Kyung Mee

Appendix 5

Synopsis of Middle School Mathematics Curriculum (6th Curriculum)

Domain Contents 1 2 3

– meaning and
representation
of sets
Set – inclusion
relation among
sets
– operation of sets
– divisor, multiple – decimal – square root and
– prime representation of its properties
factorization rational numbers – irrational number
– common divisor, – approximate – order relation of
common multiple values and error real number and
– numeration – representation of number line
Number system (decimal, approximate – computing
Number quinary, binary) value expression
and – concepts of – mixed calculation involving
Expression integers and of approximate square root
rational numbers values
and their
calculations

– using letters and – addition and – multiplication of

algebraic subtraction of polynomials
expressions polynomials – multiplication
– numerical value – laws of exponents formulas
of an expression – (monomial) × – factorization
Expression – calculation of (polynomial)
the first degree – (polynomial) ×
expression (polynomial)
– transformation of
simple equality
– equation and its – simultaneous – quadratic
solution linear equation equation
Equation – properties of with two
Equation equality unknowns
and – linear equation
Inequality
– properties of
Inequality inequality
– linear inequality
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 57

Domain Contents 1 2 3
– correspondence – linear function – quadratic function
– meaning of and its graph and its graph
– function – application of – relation between
Function Function
– ordered pair and linear function quadratic equation
coordinate and quadratic
– graph of function function
– frequency representative
distribution table, value, mean
histogram measure of
Statistics – relative frequency, dispersion,
cumulative standard deviation
frequency scattergram
correlation
Statistics – number of case
of an event
– meaning and
properties and
Probability probability
– calculation of
probabilities
– expectation
value
– point, line, plane,
angle
Basic
– positional relation
Figures
– properties of
parallel lines
– construction of – properties of – Pythagorean
figures triangle and of theorem and its
– congruence of quadrilateral application
figures – similarity of – relation between
Plane – conditions for figures two circles
Figures congruence of – conditions for – angle of
Geometric triangles similarity of circumference
Figures – circle, polygon triangles – trigonometric
– area of sector, – application of ratio
length of arc similarity
– polyhedron
– solid of revolution
Solid Figures – surface area and
volume of solid
figures
Investigation – simple closed curve
of Geometric – linear system
Figures – Euler’s formula
58 Park, Kyung Mee

Appendix 6

Synopsis of High School Mathematics Curric ulum (6th Curriculum)

Common Mathematics
Domain Contents
– set and statement
– number systems (real number, complex number)
– polynomial (remainder theorem, factorization, divisor and multiple)
– rational expression and irrational expression
Algebra – equation (quadratic equation, high order equation, simultaneous equation)
– inequality (quadratic inequality, simultaneous quadratic inequality,
proof of inequality)
– exponent and logarithm
– function (function, composite function, inverse function)
– rational function and irrational function
Analysis – exponential function (exponential function, equation, and inequality)
– logarithmic function (logarithmic function, equation, and inequality)
– trigonometric function (properties and graphs of trigonometric function)
– coordinate in the plane (internal division point and external division point
of a line segment, distance between two points, distance between a
point and a straight line)
Geometr – equation of a straight line (parallel and perpendicularity)
y – equation of a circle (circle and straight line)
– displacement of figures (parallel translation, symmetric translation)
– regions of inequalities (maximum and minimum)

Mathematics I
Domain Contents
– matrix and its operation (simultaneous linear equation and matrix)
Algebra – sequence (arithmetic sequence and geometric sequence,
mathematical induction, algorithm and flow chart)
– limit of sequences (limit of infinite sequences, infinite series)
– limit and continuity of a function
– differentiation of a polynomial function (derivative, application of
Analysis derivative)
– integration of a polynomial function (indefinite integral, definite integral,
– application of definite integral)
– permutation and combination (number of cases, binomial theorem)
– probability (meaning of probability, computation of probability)
Geometry – statistics (frequency distribution, probability distribution,
estimation and testing)
 SCHOOL MATHEMATICS CURRICULUM IN KOREA 59

Mathematics II
Domain Contents

– equation (rational equation, irrational equation)

– inequality (high order inequality, rational inequality)
Algebra – simple linear transformation and matrix (symmetric, similar, and rotation
transformation, composite of transformation, inverse transformation)
– trigonometric function and complex number (addition formula for
trigonometric function, trigonometric equation, polar form of complex
numbers)
– limit of a function (limit of a trigonometric function, an exponential
Analysis function, and a logarithmic function)
– differentiation (differentiation of various functions, application of
derivatives)
– integration (indefinite integral, integration by substitution, integration by
parts, definite integral, application of definite integral)
– quadratic curve (parabola, ellipse, hyperbola)
– space figure (position relation of straight line and plane, parallel and
perpendicular, orthogonal projection)
– coordinate in the space (coordinate of a point, distance between two
Geometry points, internal division point and external division point of a line
segment, equation of a sphere)
– vector (addition, subtraction, scalar multiple, and inner product of
vectors, application of vectors)

Practical Mathematics
Domain Contents
– statement and true-false table (composite of statements,
conditional statement)
Algebra – matrices (arrangement of collected data, inverse matrix)
– sequence (arithmetic sequence, geometric sequence)
– limit (limit of sequences, infinite series, limit of functions)
– differentiation and integration (derivative, indefinite integral, definite
Analysis integral)
– trigonometric function and complex number
– vector (addition, subtraction, and scalar multiple of vectors,
Geometry
application of vectors)
Probability – permutation and combination
and – probability
Statistics – statistics
– utilization of calculators and computers
Others – management of living (management of incomes and outgoes)