The connection between illustrations and contents in elementary mathematics textbooks

초등학교 수학교과서 그림과 내용의 연계성

Abstract

The picture of the mathematics curriculum should carry the complex role of relieving the difficulties of mathematics while conveying the core of the mathematics contents well. This study examined the precedence of picture and text harmony and the importance of emotional expression. The discussion of children's picture books became an important reference in this process. The understanding of the child's psychology and cognitive characteristics in the long history of picture books and the insight into the relationship between text and pictures will be important guidelines for elementary school textbooks. Based on these previous studies, this study found some impressive examples of Chinese, Japanese, Indian, and American textbooks on the two complementary relationships between paintings and texts and emotional expressions of paintings. If necessary, we compared these textbooks with Korean textbooks. Through this analysis, this study draws some implications for Korean textbook drawing and textbook production process. That is, the process of reading the picture and interpreting its meaning should be treated as part of the study of mathematics. The mathematical concepts to be dealt with or the sentence description of the problem should be concurrent with the design of the picture. The monotonous expressions and dialogues of characters in textbooks should be avoided, and the personality and emotions of characters should be more abundant and freely expressive.

수학 교과의 그림은 내용의 핵심을 잘 전달하면서 한편으로는 수학의 어려움을 완화시켜주는 복합적인 역할을 해야 한다. 본 연구는 그림과 글의 상호 보완적 관계, 그리고 그림의 감정 표현이라는 두 요소를 초등학교 수학 교과서 그림과 내용의 연계성을 보는 관점의 예로 제시하고, 중국, 일본, 인도, 미국 등의 외국 교과서를 이 관점에서 조사하여 우리나라 교과서 그림 제작에 대한 시사점을 얻었다. 이는 그림을 읽고 의미를 해석하는 과정을 수학 공부의 일부로서 다루어야 한다는 것, 등장인물이 가진 개성과 감정을 더욱 풍부하고 자유롭게 표현해야 한다는 것 등이다.

[Fig. 1] A scene from 「Beegu」(Deacon, 2003, p.20)

[Fig. 2] Another scene from 「Beegu」(Deacon, 2003, p.21)

[Fig. 3] Number of sheep left in the fence

[Fig. 4] Number of penguins left in the zoo

[Fig. 5] Weight of three animals and weight of each

[Fig. 6] Describing the process of dividing a mandarin orange

[Fig. 7] Describing the state before the process for dividing

[Fig. 8] Block manipulation for consecutive addition and subtraction

[Fig. 9] The relationship between time and speed when distance is constant

[Fig. 10] Relationship between speed and distance when time is constant

[Fig. 11] Cats counting number of fish

[Fig. 12] Comparison of numbers based on animal life

[Fig. 13] A boy who misses a train but is delighted

[Fig. 14] Facial expressions of Korean textbooks

[Fig. 15] Facial expressions of Korean textbooks

[Fig. 16] the annoying one by one counting introduces the skip counting