The Analysis of Mathematics Curriculum Materials: Addition and Subtraction in Grade 3

Gooyeon Kim 1 ,
Author Information & Copyright
1Assistant Professor, Sogang University
Corresponding Author : Gooyeon Kim, E-mail :

ⓒ Copyright 2010, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Apr 30, 2010 ; Revised: Jun 07, 2010 ; Accepted: Jun 17, 2010

Published Online: Jul 31, 2010


This study aims to examine how Korean elementary mathematics curriculum materials support teachers for successful implementation of reform ideas of the 7th National Curriculum and 2007 National Curriculum Amendment (3-1 only). I analyzed the curriculum materials in grade 3 with a framework considering: a) instructional tasks for students to examine cognitive demands of instructional tasks designed for students, b) teacher materials in terms of whether the curriculum developers’ rationales are visible, and c) teacher materials in terms of whether the materials help teachers anticipate students’ responses. The findings suggest that: a) instructional tasks in the textbook focus on understanding and use of procedures in adding and subtracting 3-digit whole numbers; and b) the Teacher’s Guides seem not transparent and to not help teachers anticipate students’ responses in teaching addition and subtraction with whole numbers.

Keywords: reform-oriented mathematics curriculum; textbook and teacher’s guides; curriculum material analysis; cognitive demand; addition and subtraction in grade 3; teacher learning opportunities