The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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An analysis of mathematics competencies in elementary mathematics textbooks for fifth and sixth grade

초등학교 5-6학년군 수학 교과서에 제시된 교과 역량 분석

  • Received : 2020.04.09
  • Accepted : 2020.05.22
  • Published : 2020.05.31
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Abstract

Textbooks are important resources in support of teaching and learning mathematics competencies which are emphasized in the most recently revised mathematics curriculum. This study analyzed how six mathematics competencies and their sub-elements are implemented in the mathematics textbooks for the fifth and sixth grades. A total of 465 activities or items in the targeted textbooks were analyzed. The findings of this study showed that both the communication competence and the reasoning competence were the most frequent competencies, followed by the problem solving competence. In contrast, the other three competences (i.e., creativity and integration, attitude and practice, and information processing) were less popular. Detailed analyses of sub-elements according to each competence revealed that one or two specific sub-elements were emphasized within a competence. Whereas "expressing one's idea" was the most prevalent sub-element in the communication competence, both "analyzing mathematical facts" and "observation and conjecture" were the most frequent in the reasoning practice. Specific sub-elements were jointly implemented within or across competences. "External connections of mathematics and integration" in the creativity and integration competence was carried out in relation to "recognition of values" in the attitude and practice competence. This paper also included some examples of activities or items showing how specific sub-elements of each competence were reflected on. This study is expected to provide implications on how to implement mathematics competencies throughout the textbooks.

2015 개정 수학과 교육과정에서 강조하는 역량이 제대로 구현되기 위해서는 교과서의 역할이 매우 중요하다. 본 연구에서는 초등학교 5-6학년 수학 교과서에 수학 교과 역량이 어떻게 반영되어 있는지 분석하였다. 연구 결과, 교과서에는 의사소통을 강조하는 활동 및 문항의 비율이 가장 높았고 추론, 문제 해결, 창의·융합, 태도 및 실천, 정보 처리의 순으로 드러났다. 또한 역량별 하위 요소를 분석한 결과 특정 하위 요소가 강조되어 각 역량이 구현되었음을 알 수 있으며, 교과 역량 및 교과 역량의 하위 요소의 구현이 서로 관련되어 이루어진다는 것을 발견할 수 있다. 본 연구를 통하여 교과서를 통하여 교과 역량의 실행에 대한 시사점을 제공할 수 있기를 기대한다.

Keywords

References

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