학습자의 핵심역량에 기초한 수학교육 실태 탐색 - 뉴질랜드와 프랑스를 중심으로 -

Investigation on the reality of school mathematics based on the learner's competencies

한국교육과정평가원에서는, OECD가 DeSeCo 프로젝트를 통해 현대 사회를 살아가기 위해 필요한 핵심역량을 제시한 일을 계기로, 지속적인 연구를 통해 미래 한국인들에게 요구되는 핵심역량을 선정하여 이를 학교 교육과정과 연계시키는 방안을 연구하여 왔다. 특히, 2011년에는 기존 연구를 계승하여 학습자의 핵심역량을 구현할 수 있는 교수 학습 및 평가 방안, 그리고 교사교육 방안을 탐구하고자 하였다. 이는 궁극적으로 역량기반 교육과정의 현장 적용 방안을 구체화함으로써 향후 우리나라의 교과 교육과정을 선진화하는 데 기여할 것으로 기대된다. 이 연구를 위하여 뉴질랜드 중학교 네 곳, 한국내 프랑스 및 영국 외국인학교 각각 한 곳, 한국의 국제중학교 한 곳을 선정하여 수학 교사 및 학교 관계자들을 대상으로 수업 관찰 및 면담을 실시하였는데, 본고에서는 뉴질랜드 소재 중학교 4곳과 한국내 프랑스외국인학교를 대상으로 핵심역량기반의 수학교육의 실태를 살펴보는 데에 중점을 두었다.

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some leading countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observations and teacher interviews, the reality of competencies-based mathematics teaching of New Zealand and France was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.