A Study on the Application of the ‘Key Concepts’ and ‘Generalized Knowledge’ for Mathematics Competency Education

Abstract

This study explores the application of ‘key concepts’ and ‘generalized knowledge’ in the 2015 revised mathematics curriculum to mathematics teaching practices, according to the competency education as articulated in the 2022 revised curriculum. The 2022 revised curriculum re-conceptualizes subject competency as comprising ‘knowledge and understanding,’ ‘process and skills,’ and ‘values and attitudes.’ Accordingly, the construct of key concepts and generalized knowledge is required to integrate the aforementioned factors; however, previous studies have only integrated ‘knowledge and understanding’ and ‘process and skills.’ Building on prior research, the current study proposes the network of key concepts and generalized knowledge through the integration of ‘knowledge and understanding’ and ‘process and skills.’ The implications of our exploration are as follows. First, the network of key concepts and generalized knowledge should be derived by reflecting the elements or aspects of ‘knowledge and understanding’ and ‘process and skills’ for learning content. Second, it is necessary to reconstruct the network of key concepts and generalized knowledge in consideration of situated contexts and the teacher’s beliefs and judgments. Third, systematizing the procedures of utilizing key concepts and generalized knowledge in the design and implementation of mathematics instruction is needed for supporting mathematics teachers.

Keywords

• key concepts
• generalized knowledge
• the 2022 revised curriculum
• mathematics competency education
• network