Mathematical ability was consistently emphasized in the revised curriculum of Korean Ministry of Education in 2007. Particularly, this curriculum specified enhancement of communication skills, something that was never mentioned in the previous curricula. In order to improve mathematical ability and communication skills, related issues such as education purpose, its contents, evaulation of teaching and learning methods were generally stated. These are also reflected in Freudenthal's suggestion: mathematical ideas as an organizing method should be intuitively discovered, created and dealt with in an informal way through interaction and cooperation to observe realistic problems and realize cognitive conflicts, discussion and reflection. This study aims to analyze how the mathematizing theory of Freudenthal has been reflected in 17 kinds of math textbooks and their supplementary textbooks since the revision of the curriculum in 2007. Also, based on the analysis, implementation of the methlogy in the textbooks in every school is explored.
17 kinds of math textbooks and supplementary textbooks reflecting the 2007 revision of the education curriculum were analyzed. The mathematizing theory of Freudenthal reflected in the textbooks shows the contents of the textbooks are developed in accordance with Freudenthal's mathematizing learning and teaching principles. Also the textbooks offer opportunities to experience various mathematizations, exploring how the mathematizing process relates with reality. Furthermore, 17 supplementary textbooks suggest items at the basic, fundamental and intensive levels so that students can generalize and enhance the concepts that they have learned in their textbooks.
Finally, based on the analysis, plentiful contexts suggested in the textbooks and supplementary textbooks should be offered to students as utilizing methods of the textbooks. Textbooks and supplementary textbooks should be reorganized with a view to generalizing and developing concepts by providing various opportunities of mathematization activities and diverse situations with plentiful contexts in each problem. Additionally, problems at each level of the supplementary textbooks should be adapted to the ability of students.