남한의 2015 수학과 교육과정과 북한의 2013 수학과 교수요강의 비교

Abstract

The objective of this study was to analyze the similarities and differences between the currently implemented 2015 Mathematics Curriculum in South Korea and the 2013 Mathematics Gyosuyogang (Curriculum) in North Korea. This study examined the compositional system, the mathematics subjects, the nature and goal of mathematics, mathematics contents, teaching and learning methods, and evaluation methods in mathematics curriculum of South Korea and North Korea. The results of this study showed that South Korea and North Korea have similarity in the compositional categories of mathematics curriculum, however, in the compositional structure, South Korea has a serial structure whereas North Korea has a parallel and repetitive structure. In the mathematics subject system, South Korea set the common subject from the 1st grade of elementary school to the 1st grade of high school and set various optional subjects from the 2nd grade of high school. North Korea, however, set the common subject in all grades from elementary school to high school. In relation to the nature of mathematics subject, South Korea and North Korea show similarities in the pursuit of spirituality and usefulness, but they differ in terms of cultural value and aesthetics of mathematics subjects. In addition, the mathematics curriculum of South Korea and North Korea show similarities and differences in terms of mathematics contents, teaching and learning methods, and evaluation methods.