Comparative analysis of the Korean mathematics curriculum contents based on the TIMSS 2019 mathematics assessment framework

Abstract

TIMSS is a representative international comparative study that analyzes changes in mathematics and science achievement, and it collects information on the educational system, curriculum, teaching and learning situation of participating countries as well as research and check, and provides implications for each country's mathematics and science education. Although domestic TIMSS studies focused on the results of achievement related to the evaluation of mathematics, not many have taken a closer look at the content and characteristics of the assessment framework. Therefore, the purpose of this study was to analyze the characteristics of the TIMSS 2019 mathematics assessment framework, and to derive implications for the mathematics curriculum and mathematics learning by examining the students' study time in light of the Korean mathematics curriculum. The implications derived from the results of this study are summarized as follows: First, it is necessary to check the connection between content elements in the mathematics and education process. Second, it is necessary to check the appropriateness and connectivity of the learning timing of the content elements in the mathematics and education courses. Finally, it is necessary to verify that the hierarchy of content areas and the structure of content systems in mathematics and education courses are consistent with the direction of mathematics education at the international level. This study can be used as a basis for mathematics and curriculum revisions, and can be used to set directions for the development of large-scale evaluation frameworks.