Curriculum-Based Changes in the Introduction of Prime Factorization and Its Representation in Textbooks: Focused on the 2022 Revised Mathematics Curriculum

This study analyzes how the concept of prime factorization is introduced and structured in 7th grade mathematics textbooks developed under the 2022 revised Korean mathematics curriculum. It also reviews the progression of curriculum documents from the 6th to the 2022 revision and compares how the relevant achievement standards ([9Math01-01], [9Math01-02]) are implemented across nine textbooks. The analysis shows that most textbooks adopt a procedural approach, with insufficient introduction of the term “factor” and frequent confusion with “divisor.” The concept of exponentiation is introduced only formally, and greatest common divisor and least common multiple are mostly treated through calculation-oriented tasks. These findings suggest the need for developing instructional materials and further studies to support students’ structural understanding of prime factorization. This study contributes by examining the alignment between curriculum and textbooks and offering foundational insights into instructional directions that promote conceptual understanding.