| The purpose of this historical study is to investigate how high school mathematics education in Korea has evolved since the 7.30 Educational Revolution in 1980, a crucial point in high school education in Korea, which led to the announcement of a new High school curriculum and college entrance examination.;Since high school mathematics education in Korea revolves around the historical context surrounding the national curriculum, its corresponding textbooks, and national college entrance examinations, this study analyzes the changes that the curriculum, textbook, and the college entrance examination have undergone and examines the compatibility of these three aspects within a given curriculum period. How well the associated textbooks and college entrance exams reflect the content of the curriculum is also contrasted between the two eras---pre-1980 and post-1980---to illustrate the impact the Educational Revolution had on government policies to mathematics education specifically.;Compatibility and discrepancies among the curriculum, textbooks, and the college entrance examinations are revealed in terms of total time allocated to teaching mathematics, percent coverage of mathematics content areas in terms of the number of textbook pages and examples presented, and percent coverage of mathematics content areas on items of the college entrance examinations. Post-1980 curricula show textbooks and the college entrance examination content to be well-suited to the curriculum with emphasis of Algebra for humanities majors and Analysis for science majors, although some inconsistencies emerge even within a given curriculum period. More drastic changes are observed in the current 7th High school curriculum.;Implications and uses of the findings are highlighted. This study may serve as a useful sourcebook for those interested in making international comparisons to high school mathematics education in Korea as well as a valuable reference for educational policymakers in determining future reform in mathematics education. |
