Abstract
While Korean students learn more about Euclidean geometry earlier than other countries, they learn transformation geometry less. Therefore, in this study, we proposed a way to find consistency and systematicness of the geometric curriculum in Korea, focusing on transformation geometry. For this reason, the importance of transformation geometry was discussed in terms of the structure of knowledge. Also, we analyzed the transformation-based perspective expressed in the curriculum standards of the Common Core State Standards for Mathematics(CCSSM) and the Korean 2015 revised mathematics curriculum in terms of curriculum articulation. As a result, the topics of transformation geometry that can be dealt with in school geometry were “congruent transformation”, “symmetry”, “similar transformation”, and “analytic approach to transformation”. In the case of CCSSM, the standards for each topic were structured to have a curriculum articulation, but in the case of Korea, the curriculum articulation of each topic was insufficient. Among the topics of transformation, 'similar transformation' was selected, which is important but not emphasized in Korea, and suggested what can be changed when the relevant standards are systemized into a transformation-based perspective.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The Korean Society of Educational Studies in Mathematics - School Mathematics
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
