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Mathematics Curriculum in School Education pp 261–277Cite as

Changes to the Korean Mathematics Curriculum: Expectations and Challenges

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Part of the book series: Advances in Mathematics Education ((AME))

Abstract

This chapter provides an overview of mathematics curriculum development and explores the key features of the recent curricular changes in Korea. As such, it first presents a brief history of Korean mathematics curriculum development and highlights the key characteristics. This chapter then elaborates on the most recent curricular changes and trends in terms of why teach mathematics, what to teach in mathematics, how to teach mathematics, and when to teach mathematics. The underlying factors behind such changes and trends are reflected upon. This chapter closes with a discussion of the expectations and significant challenges pertaining to the recent curriculum development and implementation in the Korean context.

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Author information

Authors and Affiliations

  1. Korea National University of Education, Cheongwon, Korea

    JeongSuk Pang

Authors
  1. JeongSuk Pang
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Correspondence to JeongSuk Pang .

Editor information

Editors and Affiliations

  1. Texas A & M University Dept. Teaching, Learning & Culture, College Station, Texas, USA

    Yeping Li

  2. Michigan State University, East Lansing, Michigan, USA

    Glenda Lappan

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Pang, J. (2014). Changes to the Korean Mathematics Curriculum: Expectations and Challenges. In: Li, Y., Lappan, G. (eds) Mathematics Curriculum in School Education. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7560-2_13

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