Abstract
This study compared and analyzed data and possibility among the mathematics curriculum in Ontario, Canada, revised in 2020 and the mathematics curriculum in Korea revised in 2022. To this end, the contents of the two curricula were compared focusing on the organization, timing of introduction, and content elements, and how the related contents were reflected in the textbooks were analyzed. As a result, the Ontario curriculum has a significantly higher volume and proportion of data and possibility than Korea, deals with various contents from an early stage, and repeats and expands learning contents as the grade goes up. This analysis provides important implications for revising the Korean curriculum and writing textbooks for future data and possibility.
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