Analysis of High School Students’ Mathematics Academic Achievement Characteristic Appeared in the 2015-2018 National Assessment of Educational Achievement

The purpose of this study is to extract implications related to teaching and learning through the analysis of academic achievement characteristics in high school mathematics applied to the 2009 revised curriculum in the NAEA. To this end, we analyzed the achievement standard mastery presented in the curriculum by achievement level by analyzing the NAEA items of high school from 2015 to 2018 according to the 2009 revised curriculum. As a result of the analysis, it was found that ‘Basic level’ student in the achievement standards for equations, inequalities, equations of equations, functions, exponents and logarithmic domains was unskilled. In particular, in the case of the function area, there is no achievement standard that students of ‘Proficient level’ have mastered, so it is necessary to review the appropriateness of the achievement standard in the function area and the learning elements and hierarchies. In addition, ‘Proficient level’ appear to have difficulties in the case of questions that combine several learning elements with more or less complexity, so improvement of teaching and learning are required. The analysis related to the academic achievement characteristics of high school mathematics in the 2009 revised curriculum is expected to provide important implications for the future revision of the curriculum and the teaching and learning method of high school mathematics in the current curriculum.