CONTENTS -- Overview -- Part 1 -- Chapter 1 History of Mathematics Curriculum in Korea -- 1. The Quickening of Mathematics Curriculum in Korea (1885~1945) -- 2. The Period of a Syllabus of Lectures (1946~1954) -- 2.1. Elementary School -- 2.2. Middle School -- 3. The 1st Mathematics Curriculum (1955~1963) -- 3.1. Elementary School -- 3.2. Middle School -- 3.3. High School -- 4. The 2nd Mathematics Curriculum (1964~1972) -- 4.1. Elementary School -- 4.2. Middle School -- 4.3. High School -- 5. The 3rd Mathematics Curriculum (1973~1981) -- 5.1. Elementary School -- 5.2. Middle School -- 5.3. High School -- 6. The 4th Mathematics Curriculum (1982~1988) -- 6.1. Elementary School -- 6.2. Middle School -- 6.3. High School -- 7. The 5th Mathematics Curriculum (1989~1994) -- 7.1. Elementary School -- 7.2. Middle School -- 7.3. High School -- 8. The 6th Mathematics Curriculum (1995~1999) -- 8.1. Elementary School -- 8.2. Middle School -- 8.3. High School -- 9. The 7th Mathematics Curriculum (2000~2006) -- 9.1. General Features of the 7th Curriculum -- 9.2. The Flow and Basic Structure of the 7th Curriculum -- 9.3. Synopsis of the 7th Mathematics Curriculum -- 9.3.1. Compulsory Period -- 9.3.1.1. 'Number and Operation' Domain -- 9.3.1.2. 'Geometric Figure' Domain -- 9.3.1.3. 'Measuring' Domain -- 9.3.1.4. 'Probability and Statistics' Domain -- 9.3.1.5. 'Letters and Expressions' Domain -- 9.3.1.6. 'Patterns and Functions' Domain -- 9.3.2. Elective Period -- 9.3.2.1. Practical Mathematics -- 9.3.2.2. Mathematics I -- 9.3.2.3. Mathematics II -- 9.3.2.4. Differentiation and Integration -- 9.3.2.5. Probability and Statistics -- 9.3.2.6. Discrete Mathematics -- References -- Chapter 2 Current National Mathematics Curriculum -- 1. Mathematics Curriculum Revised in 2007 -- 1.1. Focus of the Reform -- 1.2. Major Changes -- 1.2.1. Change in Documents.

1.2.2. Change in Content Areas -- 1.2.3. The Change of Teaching and Learning Methods and Evaluation Sections -- 1.2.4. Content Change in Each Grade -- 1.2.4.1. Elementary School -- 1.2.4.2. 1st Grade Middle School -- 1.2.4.3. 2nd Grade Middle School -- 1.2.4.4. 3rd Grade Middle School -- 1.2.4.5. 1st Grade High School -- 2. Mathematics Curriculum Revised in 2009 -- 2.1. Necessity and Background -- 2.2. Basic Directions of Revision -- 2.2.1. 20% Reduction of the Content in Mathematics Curriculum -- 2.2.2. Mathematics Curriculum that Emphasizes Mathematical Creativity -- 2.2.3. Implementation of Grade Band System -- 2.3. Characteristics of Mathematics Curriculum Revised in 2009 -- 2.3.1. Curriculum Composition -- 2.3.2. Change in Content Areas -- 2.3.3. Change in Teaching and Learning Methods and Evaluation Sections -- 2.4. Achievement Standards and Main Contents -- 2.4.1. Achievement Standards -- 2.4.2. Main Contents -- Bibliography -- Chapter 3 Current Elementary Mathematics Textbooks -- 1. Introduction -- 2. Principles and Directions of Developing Mathematics Textbooks -- 2.1. Basic Principles and Overall Directions -- 2.2. Selection and Organization of Content -- 3. Overview of the Structure of a Unit in the Textbook -- 3.1. Guiding Principles for Unit Construction -- 3.2. Unit Structure -- 4. Characteristics of Elementary Mathematics Textbooks -- 4.1. Mathematical Concepts or Principles in Real-Life Contexts -- 4.2. Emphasis on Mathematical Activities -- 4.3. Emphasis on Mathematical Thinking -- 4.4. Emphasis on Mathematical Connections -- 4.5. Fostering Problem Solving -- 4.6. Emphasis on Mathematical Communication -- 4.7. Mastering Mathematical Skills -- 5. Closing Remarks -- References -- Chapter 4 Issues, Trends, and Future Directions in Research on Mathematics Curriculum in Korea -- 1. Introduction -- 2. Theoretical Perspectives.

3. Mathematics Curriculum in Korea -- 3.1. History -- 3.2. Curriculum Development and Curriculum Materials -- 4. Research on Mathematics curriculum in Korea -- 4.1. Issues and Topics -- 5. Research Methods Used in the Curriculum Studies in Korea -- 6. Discussion -- 7. Implications -- References -- Chapter 5 Future Directions for the Mathematics Textbooks -- 1. Future Directions for the Primary Mathematics Textbooks -- 1.1. The Necessity for New Directions in Developing Primary Mathematics Textbooks -- 1.2. The Future Directions for the Development of Primary Mathematics Textbooks -- 1.2.1. High Quality Textbooks -- 1.2.1.1. Fun and Rich Mathematics Textbooks -- 1.2.1.2. Faithful Embodiment of Curriculum -- 1.2.1.3. Help Students' Effective Learning -- 1.2.1.4. Learner-Centered Mathematics Textbooks -- 1.2.1.5. Well-Structured and Coherent Content -- 1.2.1.6. Fostering Connections in Mathematics Textbooks -- 1.2.2. Various Formats of Textbooks -- 1.2.2.1. Supply of Both Paper and Digital Books -- 1.2.2.2. Use of Digital Textbooks -- 1.2.2.3. SMART Education in Mathematics Education -- 1.2.2.4. Use of Manipulatives -- 1.2.2.5. Provision of Internet Resources -- 1.2.2.6. G-Learning in Mathematics Education -- 2. Future Directions for the Secondary Mathematics Textbooks -- 2.1. The Necessity for Change in Education -- 2.2. Construction and System of Mathematics Curriculum Revised in 2009 -- 2.3. Main Contents Reformed in the New Curriculum -- 2.3.1. Middle School -- 2.3.2. High School -- 2.4. The Direction for the Development of Mathematics Textbooks -- 2.4.1. Abiding by the Curriculum -- 2.4.1.1. Reflect Faithfully the Goals of the Mathematics Curriculum -- 2.4.1.2. Reflect Faithfully Each Achievement Standard of Grade Groups and Math-area Groups.

2.4.1.3. Reflect Faithfully the Part that Describes about Teaching and Learning Method and Evaluation in the Curriculum -- 2.4.2. Selection & Organization of Contents -- 2.4.3. Emphasis of Creativity & Upright Character -- 2.4.4. Reflect of Mathematical Process -- 2.4.5. Teaching and Learning Methods and Evaluation -- 2.4.6. Notation and Expression -- 2.5. Construction and Selection of Textbooks -- 2.5.1. Considering the Starting Point -- 2.5.2. Starting the Subunit -- 2.5.3. Working on the Main Content -- 2.5.4. Reflecting the Lesson -- 2.5.5. Integrating Math with Others -- 3. Final Remarks -- References -- Part 2 -- Chapter 6 Reform-Based Instruction in Korea: Looking Over Its Promises to Discover Its Successes -- 1. What is Reform-Based Instruction? -- 1.1. Perspective of Learners in RBI -- 1.2. Perspective of Teacher in RBI -- 1.3. Perspective of Mathematics in RBI -- 1.4. Perspective of Instruction and Assessment in RBI -- 1.5. Perspective of Classroom Culture for RBI -- 2. Reform-Based Instruction in Korea -- 2.1. Korean Mathematics Instruction Practices Preceding the 7th National Curriculum -- 2.2. Korean Mathematics Instruction Practice During the 7th National Curriculum -- 2.3. Korean Mathematics Instruction Practice Following the Seventh National Curriculum -- 3. Some Implications for Improving RBI Practices -- References -- Chapter 7 Effects of Learner-Centered Instruction on Learners' Reasoning Ability: Focus on Third-Grade Division -- 1. Introduction and Purpose of the Study -- 2. Method -- 2.1. Subjects -- 2.2. Research Design -- 2.3. Testing Tools -- 2.3.1. General Reasoning Test (GRT) -- 2.3.2. Mathematics Achievement Test (MAT) -- 2.3.3. Content Reasoning Test I (CRT I) -- 2.3.4. Content Reasoning Test II (CRT II) -- 2.3.5. Recall Test (RT) -- 2.3.6. General Test (GT) -- 2.4. Instruction Materials -- 2.4.1. Experimental Group.

2.4.2. Comparative Group -- 2.5. Analyzing Method -- 2.5.1. Comparison of CRT Within Each Group -- 2.5.2. The Comparison of GT, RT, and CRT between EG and CG -- 3. Results and Discussion -- 3.1. Effects of LCI on Learners' Reasoning Abilities -- 3.1.1. Mean Comparison Between Two Groups After Experimental Treatment -- 3.1.1.1. Result of CRT I -- 3.1.1.2. Result of CRT II -- 3.1.2. Mean Comparison Between Before and After the Experimental Treatment Within a Group -- 3.1.2.1. Comparison Within CG Between CRT I and CRT II -- 3.1.2.2. Comparison Within EG Between CRT I and CRT II -- 3.1.3. Discussion -- 3.2. Effects of Mathematical Instructions Based on Constructivism on Learners' Mathematical Achievement -- 3.2.1. Effects of LCI on Learners' Abilities to Learn the Presented Mathematical Concepts -- 3.2.2. Effects of LCI on Learners' Abilities to Learn the Not-Presented Mathematical Concepts -- 3.2.3. Discussion -- 4. Conclusion -- References -- Chapter 8 Teaching and Learning Practices in Mathematics Classrooms: Focused on Geometry -- 1. Introduction -- 2. School Geometry in Curriculum -- 2.1. Features of the School Geometry in Korea -- 2.2. Geometry Curriculumc -- 2.2.1. Geometry Curriculum in Grades 1-6 -- 2.2.2. Geometry in Grades 7-10 -- 2.2.3. Geometry in Grades 11 & 12 -- 2.3. Proof in Geometry Curriculum -- 3. Students' Performance in Geometry -- 3.1. Relative Performance of Geometry -- 3.2. Achievements & Item Formats -- 3.3. Gender Difference in Geometry -- 3.4. Understanding the Inclusive Relation Among Figures -- 3.5. Some Limits of Achievements Focusing on Topics -- 4. Proof in Teaching Practice -- 4.1. Teachers' Perspectives on Proof and Its Role -- 4.2. Teaching Practice on Proof -- 5. Technology and Geometry -- 5.1. Dynamic Geometry Softwares -- 5.2. DGS and Proof -- 6. Conclusions and Outlook -- References.

Chapter 9 Teaching and Learning Practices in Mathematics Classrooms: Focus on Statistics.