No abstract

This study tried to improve Korean statistics curriculum by exploring what aspects statistics are viewed in foreign statistics curriculum, what is given on achievement standards or learning content, and what points should be paid attention to. Statistical curricula were analyzed in 10 countries, including New Zealand, California USA, Singapore, England, Japan, China, British Columbia Canada, Finland, Australia and International Baccalaureate. The results of this study propose to deal with pattern and relationship discovery, data-based argumentation, and exploration of variability for literacy to deal with big data in the field of statistics according to the document system of the 2015 revised mathematics curriculum. It is suggested to introduce dot plots, box plots, and interquartile ranges in the contents of statistics education, and further elaborate Guidelines for Teaching and Learning in the expression and interpretation of graphs, representative values and scatter plots, correlations, data collection and samples, and statistical estimation. Finally, we proposed that curriculum should be designed to ensure that the content of statistical education continues to deepen.

In vocational high schools, mathematics classes aims to improve students’ mathematics-applying ability as the employ ability. However, these classes are based on the national curriculum of mathematics likewise general high schools. In this study, we develop and present the materials of teaching and learning mathematics for teachers and students in vocational high schools. We analyze the Test for Enhanced Employ Ability and Upgraded Proficiency (TEENUP) and 2015 revised national curriculum of mathematics, and consider how teachers can use this curriculum to enhance employ ability. As a result, materials of teaching and learning mathematics should be developed in terms of use of curriculum based on teachers’ didactical understanding. Moreover, we present the developed materials as examples reflecting on the framework of TEENUP and connecting the 2015 revised national curriculum of mathematics. Based on these results, we draw some recommendations for applying and developing material of teaching and learning mathematics.