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AbstractTo examine how key competencies of the 2015 Revised Curriculum are consistent with subject-specific competencies, this study selected the human rights element for analysis among deliberation items in nationally published mathematics textbooks for Grade 5 and Grade 6, which have been compiled in 2019 in accordance with the 2015 Revised Mathematics Curriculum. Mathematics is selected as the target of analysis since its subject competencies are not directly related to human rights elements and we can examine the consistency between the key competencies in the general guidelines, and the subject competencies in the subject-specific guidelines more accurately. The analysis results are as follows. First, there is room for improvement, given that the representation of multicultural learners is only by skin colour and the representation of disabled people is uniformly by the wheelchair. Second, if we look at review results, we can find that revision requests related to stereotypes of gender roles (family) are outnumbered by those related to multiculturalism (disability), indicating that stereotypes of gender roles in South Korea have improved remarkably. Third, if we consider ‘civic competency’, a key competency, the future textbook should address the problem that most of the spaces depicted in textbooks are heavily centred in large cities, at the designing stage of a unit story.