Key points are not available for this paper at this time.
The high school credit system was introduced to prepare for future changes in the educational environment and to pro- vide customized education according to students' aptitudes and career paths. In accordance with this purpose of introduction, it is very important to collect and analyze the necessary information to review the adequacy and usefulness of student-centered curriculum organization and operation. This is also applicable to mathematics subjects. Therefore, we investigated the course time allocation for each subject of probability, calculus, and geometry in 89 general high schools in Jeonbuk, as well as the current status of high school credit system operation. In addition, through interviews with teachers in charge of high school credit system operation at 89 schools, we identified the actual conditions of high school credit system operation in school sites and the diffi- culties encountered in the process of curriculum operation. As a result, first, the student's right to choose mathematics and elec- tive courses should be guaranteed without discrimination based on school size in the implementation of the high school credit system. Second, when organizing the mathematics curriculum, it is necessary to avoid excessive subject organization tailored to the SAT and entrance exams and organize and operate a curriculum according to students' career paths and aptitudes. Third, there is a need for a change in the perception of students, teachers, and schools about the high school credit system.
Jeong et al. (Sun,) studied this question.