Abstract
In an era when the development of artificial intelligence is changing the paradigm of society as a whole, it is a very important question what kind of mathematical knowledge should be taught in universities to foster the human resources needed for such society. In order to discuss this, it must be preceded by identifying and analyzing the current curriculum that is currently operated in university mathematics departments. This study examined 53 undergraduate curricula in Korea, analyzed the organization and operation of mathematics major courses (groups) by grade level, and compared them with undergraduate curricula in some American universities. The results of this study provide implications for the organization of university mathematics major courses and curricula, and can be used as a basis for improving university mathematics curricula in the future.
Published Version
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