Abstract
In this study, I have investigated the middle school mathematics curriculum in France, which was reformed according to the change of ‘Socle commun’ in 2015. I have analyzed the area of ‘algorithms and programming' that was newly introduced into the curriculum. The result shows that the area of ‘algorithms and programming' is effectively connected with all the other mathematical content areas rather than simply being added to the list of existing mathematics content areas. In this process, scratch plays a crucial role. In other words, scratch interweaves traditional mathematical contents with the area of ‘algorithms and programming' and thus creates a new type of mathematics curriculum. The curricular reform in France was made by pursuing algorithmic thinking rather than CT(Computational Thinking). In the age of artificial intelligence, the reform in the curriculum of middle school mathematics in France raises the necessity of introducing this area and scratch into the middle school mathematics curriculum in Korea.
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