Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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An Analysis of the Connection between Mathematics and other Subjects in the Seventh Grade Mathematics Textbook

2015 개정 중학교 1학년 수학 교과서에 반영된 교과 연계 분석 - 문자와 식 단원을 중심으로

  • Received : 2018.10.08
  • Accepted : 2018.10.26
  • Published : 2018.11.30
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Abstract

The era of the Fourth Industrial Revolution calls for creativity - convergence talent. In addition to having mathematical knowledge, they can create new technologies by linking them to other fields. This social trend is also reflected in the 2015 revised curriculum, and plans to further expand the STEAM education emphasized since 2011. Many teachers who had previous experience with STEAM training were satisfied with the STEAM teaching effectiveness. However, the reality is that the lack of expertise in other subjects is causing a burden on the ongoing implementation of convergence education. One way to alleviate these teachers' burden is to find the STEAM elements and then apply. Since the convergence education is required continuously, it is necessary to analyze the textbook according to the 2015 curriculum. In this study, we examined how the elements of the STEAM were apply in 7th grade textbooks. Based on the classification framework proposed by Yakman (2008), a new classification framework was devised and applied to the analysis.

4차 산업혁명의 시대는 기본적인 수학적 지식을 갖추는 것은 물론 이를 다른 분야 간의 연계를 통하여 새로운 기술을 창출해낼 수 있는 창의융합형 인재를 요구하고 있다. 이러한 사회적 흐름은 2015 개정 교육과정에도 반영되어 2011년부터 강조된 STEAM 교육(융합인재교육)을 더욱 확대 추진할 것을 계획하고 있다. 다수의 교사들은 타 교과에 대한 전문 지식은 부족한 상태에서 융합 교육을 지속적으로 실시하는 것에 대해 부담을 느끼고 있는 것이 현실이다. 따라서 지속적으로 융합교육수업이 요구되는 상태에서 타 교과와의 연계에 대한 2015 개정 교육과정에 따른 교과서 분석이 필요한 시점이다. 이에 본 연구에서는 중학교 1학년 '수학1' 교과서의 '문자와 식' 단원을 대상으로 교과서 내의 문제 분석을 통하여 교과 연계 반영 정도를 살펴보고자 하였으며, 실제 학교 현장에서 교사들이 융합교육수업 방안을 논의할 때 2015 개정 교육과정에 따른 타 교과의 내용 및 성취기준을 참고할 수 있도록 Yakman(2008)이 제시한 분류틀을 토대로 새로운 분류틀을 고안하여 분석에 적용하였다.

Keywords

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[그림 II-1] STEAM 교육 피라미드 모형(Yakman, 2008)

SHGHFM_2018_v32n4_537_f0002.png 이미지

[그림 IV-1] 과학 요소의 사례(교과서 VI, 94쪽)

SHGHFM_2018_v32n4_537_f0003.png 이미지

[그림 IV-2] 사회 요소의 사례(교과서 II, 75쪽)

SHGHFM_2018_v32n4_537_f0004.png 이미지

[그림 IV-3] 기술·가정 요소의 사례(교과서 IV, 72쪽)

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[그림 IV-4] 국어 요소의 사례(교과서 IV, 76쪽)

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[그림 IV-5] 역사 요소의 사례(교과서 I, 66쪽)

SHGHFM_2018_v32n4_537_f0007.png 이미지

[그림 IV-6] 미술 요소의 사례(교과서 VI, 72쪽)

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[그림 IV-7] 체육 요소의 사례(교과서 II, 111쪽)

<표 II-1> STEAM 영역의 특성(Yakman, 2008)

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<표 III-1> 연구 대상 교과서

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<표 III-2> 교과 연계 분류틀

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<표 III-3> 새 분류 틀의 기호화

SHGHFM_2018_v32n4_537_t0004.png 이미지

<표 IV-1> 교과 연계 문제 범주화

SHGHFM_2018_v32n4_537_t0005.png 이미지

<표 IV-1> 교과서 별 수학이외의 교과 연계 내용의 포함 정도

SHGHFM_2018_v32n4_537_t0006.png 이미지

<표 IV-2> 각 교과서 별 포함된 교과 연계 요소의 반영 비율(%)

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  1. 수학 교과 역량 과제 비교 분석 : 2015 개정 중학교 2학년 수학 교과서 중심으로 vol.20, pp.6, 2018, https://doi.org/10.5392/jkca.2020.20.06.531