추재임 Jae Im Chu , 이종학 Jong Hak Lee , 김원경 Won Kyung Kim
DOI: JANT Vol.52(No.1) 43-63, 2013
The purpose of this study is to find meaningful implications for developing curriculum and textbooks by comparison between Korean middle school mathematics textbooks and U.S. A` s CMP textbooks.After comparing and ana1ysing how the contents are composed focusing on the equations and functions and how the contents are presented according to ``Project 2061`` mathematical textbook analytical framework, and how the contents ere different in terms of the mathematical connectivity, the research reached the following conclusions. First, compared to Korean textbooks, the CMP textbooks clearly present learners` behavior goals in a detailed way, and emphasize communication and connectivity. Second, Korean textbooks focus on explaining concepts and solving problems related to their concepts and discussion questions are briefly introduced But all the textbooks contain a lot of problems required to be solved with algorithms. On the other hand, CMP textbooks provide students with opportunities to find the necessary concepts on their own, through problem solving processes, after presenting various real-life problem situations.