국내 교육과정 개정과 증명 교육에 대한 소고 = A Study on the Fidelity between the Korean National Mathematics Curriculum Revisions and the Instruction of Proof in Textbooks

다국어 초록 (Multilingual Abstract)

The national mathematics curriculum in South Korea has undergone multiple revisions, attempting to adjust both the content of proof and the formal intoduction to proof. In particular, pursuing the goal of abating academic burden, the scope of proof-related content has been significantly reduced, changes in the curriculum have mainly involved shifting the introduction of specific proof methods—such as reductio ad absurdum and mathematical induction—without substantial changes in the emphasis on proof and mathematical reasoning. Since the 5th national curriculum, proof has been consistently addressed in secondary mathematics. However, it is difficult for one to argue that various aspects of proving have all been emphasized in the national curriculum. This suggests that proof is often perceived merely as a ritual, rather than as a means to foster one’s mathematical thinking and to deepen the understanding of mathematics. Therefore, this study examines the curricular changes in proof across the revisions of the national curriculum and analyzes the introduction of proof and the nature of proof tasks in secondary mathematics textbooks. Future directions for the instruction of proof will be discussed for future revisions of the national mathematics curriculum.