The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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An analysis of domestic research trends of mathematics curriculum research through topic modeling: Focused on domestic journals published from 1997 to 2019

토픽모델링을 활용한 국내 수학과 교육과정 연구 동향 분석 : 1997년부터 2019년까지 게재된 국내 수학교육 학술지 논문을 중심으로

  • Received : 2020.06.03
  • Accepted : 2020.06.23
  • Published : 2020.08.31
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Abstract

This study analyzed 493 domestic mathematics curriculum articles published in KCI's listings from 1997 to 2019 using LDA topic modeling. As a result, domestic mathematics curriculum research could be categorized into eight topics such as 'context in a curriculum', 'analysis a curriculum by the mathematical concept', 'form, system, meaning, and character of a curriculum', 'instruction and application of a curriculum', 'implementation and evaluation of a curriculum', 'tasks in a curriculum', 'analysis of a curriculum based on ability', 'compare and analysis curriculum and textbook'. The topic 'implementation and evaluation of a curriculum' was identified with the lowest proportion. Also, we performed the simple regression analysis with the weight of topics in the application period of the curriculum, and 'analysis of a curriculum based on ability' appeared as a 'hot topic'. Furthermore, topics appeared differently depending on the application period of the curriculum. Some of the appeared topics showed a tendency to match the emphasis of the highlight in a mathematics curriculum. Based on the results, future studies should develop frameworks for mathematics curriculum studies and extend the field of mathematical curriculum studies to make progress. Furthermore, future studies are needed to examine the enactment, feedback, and competency evaluation in the mathematical curriculum.

본 연구는 1997년부터 2019년까지 KCI 등재지에 게재된 493편의 국내 수학과 교육과정 논문을 LDA 토픽 모델링을 사용하여 연구 동향을 분석하였다. 그 결과, 국내 수학과 교육과정 연구는 8개의 토픽으로 분류할 수 있었으며 그 중 '교육과정 이행과 평가'의 비중이 가장 낮았다. 또한 교육과정 적용 시기에 따라 토픽들은 다르게 출현했으며 수학과 교육과정에서 강조하는 중점 방향과 부합하는 경향성을 보였다. 이러한 결과를 바탕으로 향후 수학과 교육과정의 발전을 위한 시사점들을 도출하였다.

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