독일 수학과 표준 교육과정의 특징 분석

Abstract

The purpose of this study is to draw implications for the improvement of the 2015 Revised Mathematics Curriculum through the analysis of the German Standard Mathematics. To this end, the background of the Germany Mathematics Standard Curriculum and the analysis of the document system of the Mathematics Curriculum in elementary and secondary schools are explored. In addition, mathematics goals, composition of area, mathematical competencies, achievement objects, teaching and learning and evaluation were compared with the 2015 Revised Mathematics Curriculum in Korea. Results show that, first, Germany has prepared standard curriculum documents for each school level, and as an education level goes up, more detailed guides on evaluation are provided in the curriculum documents. Second, using the three-dimensional competency model of mathematical competencies, content areas, and required areas, the German Standard Mathematics explains how competencies are reflected in the mathematics standard curriculum. Third, the Germany National Curriculum not only stipulates mathematical competencies, but also subdivides the subject competencies into three levels by using the required areas. Finally, the standard curriculum includes matrix, algorithm, and space vector which are not covered in the current curriculum in Korea.