이재교 Jaegyo Lee , 오세준 Sejun Oh

DOI:10.63311/mathedu.25.6411 JANT Vol.64(No.1) 1-19, 2025

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In August 2024, the < Probability and Statistics > textbook under the 2022 revised curriculum was developed and made publicly available. The 2022 revised curriculum will be gradually implemented in schools starting in 2025. This study aims to examine how well the key features emphasized in the 2022 revised curriculum are reflected in actual textbooks by comparing them with the < Probability and Statistics > textbooks from the 2015 revised curriculum. To achieve this, the study focused on analyzing changes in three main aspects: the shift in achievement standard verbs in the 2022 revised < Probability and Statistics > curriculum compared to the 2015 version, the removal of the relationship between continuous random variables and integration, and the addition and emphasis on proportion estimation and the statistical problem-solving process. A total of 15 textbooks were analyzed, including nine from the 2015 revised < Probability and Statistics > curriculum and six from the 2022 revised < Probability and Statistics > curriculum. The analysis results revealed that, in terms of changes in achievement standard verbs, there was an increase in tasks requiring students to “explain.” Regarding the removal of the relationship between continuous random variables and integration, differences were found in the definition of probability density functions and the description of the relationship between the binomial distribution and the normal distribution. In terms of proportion estimation and the statistical problem-solving process, differences were observed in the structuring of subunits within textbooks and the extent to which technological tools were utilized. However, some textbooks presented technological tools and problem-solving activities only in “special sections” or limited pages, restricting their practical use. Additionally, variations existed among textbooks in how they introduced advanced learning on continuous random variables and the concept of proportion estimation. Therefore, future textbook development and lesson planning should systematically incorporate student-driven problem-solving experiences and the use of technological tools. Furthermore, careful consideration is required when introducing content elements related to statistical topics such as continuous random variables and proportion estimation.

윤정은 Jungeun Yoon , 권오남 Oh Nam Kwon

DOI:10.63311/mathedu.25.6412 JANT Vol.64(No.1) 21-44, 2025

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Digital literacy should be integrated as a meaningful component of each subject rather than merely being suggested as a competency. This study explores how digital literacy is reflected in the 2022 revised mathematics curriculum and textbooks for 3rd and 4th grades in elementary school, 1st grade in middle school, and 1st grade in high school, based on a digital literacy framework. In the 2022 revised mathematics curriculum, the proportion of D2 and D3 decreased, whereas the proportion of D1 increased with higher school levels. Also, D4 was barely present in the mathematics curriculum as a whole. In the 2022 revised mathematics textbooks, digital literacy elements were predominantly focused on D1 and D2 across all school levels. In elementary school, D2 accounted for 73% of tasks, while in high school, D1 accounted for 87.3% of tasks. The ‘Use of AI (D1-3)’ was mainly reflected as a material for textbook, such as chatbots and AI learning assistants, rather than direct tool use. ‘Data collection and storage’ and ‘Information analysis and representation’ have been more prominently incorporated in the curriculum and textbooks of elementary and middle schools compared to those of high schools in terms of content organization. Based on findings, the study discussed supplementary measures for each digital literacy elements and proposed digital teaching and learning strategies, including establishing digital mathematics education guidelines, expanding programming-related digital content creation activities, structuring digital literacy elements hierarchically, and strengthening digital ethics education.

김용석 Yongseok Kim

DOI:10.63311/mathedu.25.6413 JANT Vol.64(No.1) 45-64, 2025

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This study examined the direct and indirect effects of the relationship between teachers' teaching style and math self-concept on math academic achievement using data from the TIMSS 2019 data of elementary school grade 4 and middle school grade 2 in Korea. The results of the study showed that the impact of the student-centered approach on math achievement was greater in elementary school grade 4 than in middle school grade 2. Teacher-centered approaches have been shown to have a negative impact on math achievement only in the fourth grade. In addition, the influence of math self-concept on math academic achievement was slightly greater in middle school grade 2 than in elementary school grade 4. Teacher-centered approaches in middle school grade 2 have been shown to have a negative effect on math achievement through the mediation of mathe self-concept. Based on these results, educational implications were discussed.