Comparative Study of Mathematics Curriculum from the Perspective of Connection: Focused on Korea, Singapore, and Hong Kong

Abstract

The purpose of this study This study aimed to analyze the curricula of Korea, Singapore, and Hong Kong from the perspective of connection — one of the competences of the 2022 national revised mathematics curriculum — and to suggest theoretical ideas for the Korean curriculum. The curricula were divided into three categories, and the criteria for the classification of connection were set into four categories: horizontal and vertical connections in terms of mathematical internal connection, connection through other subjects, and real life in terms of mathematical external connection. The analysis showed that none of the three countries revealed horizontal connections in goals and characteristics. Regarding achievement standards, horizontal connections did not appear in Korea; moreover, this was the case for vertical connections in Singapore as well as vertical connections and connections through other subjects in Hong Kong. All types of connections were reflected in teaching, learning, and assessment, with the exception of Hong Kong’s horizontal connection. Therefore, Korea needs to stipulate internal connections in goals and characteristics, reflect horizontal connections in achievement standards, and specify vertical connections in teaching, learning, and assessment. Moreover, specific methods were discussed for Singapore and Hong Kong.