In this paper we examine changes to the national calculus curriculum of South Korea, where mathematics performance often serves as the mark of academic excellence. We describe relevant cultural traditions of mathematics education in South Korea, including the history of curricular changes in calculus at the secondary level. We then investigate how public discourse concerning a calculus curriculum revision is formed through issue framing, and analyze the public discourse among stakeholders in calculus education in South Korea. In addition, we present an analysis of the revised calculus curriculum at the high school level in relation to the issues raised by stakeholder groups. Further, we reflect on how culture, research, and policy can collectively inform curricular changes and educational policies. Last, we discuss the role of mathematics education research in facilitating the balanced formation of public discourse and in supporting teachers' professional autonomy to provide meaningful calculus education to students. The findings suggest a need for building clear boundaries of roles and responsibilities of stakeholders in developing and revising national curricula, and for using research evidence in curriculum reform.

在本文中，我们研究了韩国国家微积分课程的变化，在该课程中，数学成绩通常是卓越学习的标志。我们描述了韩国数学教育的相关文化传统，包括中学阶段微积分的课程变化历史。然后，我们研究如何通过问题框架来形成有关微积分课程修订的公共话语，并分析韩国微积分教育中利益相关者之间的公共话语。此外，我们针对利益相关者团体提出的问题，对高中阶段修订的微积分课程进行了分析。此外，我们反思文化，研究和政策如何共同为课程变化和教育政策提供信息。持续，我们讨论了数学教育研究在促进公共话语平衡形成和支持教师的专业自主性以向学生提供有意义的微积分教育方面的作用。研究结果表明，有必要在发展和修订国家课程中，明确利益相关者的角色和责任界限，并在课程改革中使用研究证据。