The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Analysis on the relationship between core competencies and mathematical competencies and the tasks for mathematical competencies : A case of high school 'Mathematics' textbooks according to 2015 revised mathematics curriculum

핵심 역량과 수학 교과 역량의 관련성 및 교과서에 제시된 역량 과제 분석 : 2015 개정 교육과정 고등학교 '수학'을 중심으로

  • Received : 2018.12.14
  • Accepted : 2019.02.10
  • Published : 2019.02.28
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Abstract

Textbooks play a very important role as a medium for implementing curriculum in the school. This study aims to analyze tasks for mathematical competencies in the high school 'mathematics' textbooks based on the 2015 revised mathematics curriculum emphasizing competencies. And our study is based on the following two research question. 1. What is the relationship between core competencies and mathematical competencies? 2. What is the distribution of competencies of tasks for mathematical competencies presented in the textbooks? 3. How does the tasks for mathematical competencies reflect the meaning of the mathematical competencies? For this study, the tasks, marked mathematical competencies, were analyzed by elements of each mathematical competencies based on those concept proposed by basic research for the development of the latest mathematics curriculum. The implications of the study are as follows. First, it is necessary to make efforts to strengthen the connection with core competencies while making the most of characteristics of subject(mathematics). Second, it needs to refine the textbook authorization standards, and it should be utilized as an opportunity to improve the textbook. Third, in order to realize competencies-centered education in the school, there should be development of teaching and learning materials that can be used directly.

Keywords

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[그림 1] 교육적 인간상과 핵심 역량의 관계 [Fig. 1] Relationship between Educational person and Core competencies

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[그림 2] 핵심 역량과 수학 교과 역량의 관계 [Fig. 2] Relationship between core competencies and mathematical competencies

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[그림 3] 계획 실행 및 반성 과제의 예 [Fig. 3] Example of task for carrying out the plan and looking back

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[그림 4] 수학적 사실 분석 과제의 예 [Fig. 4] Example of task for analyzing mathematical truth

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[그림 5] 유창성 과제의 예 [Fig. 5] Example of task for fluency

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[그림 6] 자기 평가 점검표의 예 [Fig. 6] Example of self-evaluation checklist

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[그림 7] 수학 학습과 연결성이 부족한 과제 [Fig. 7] Task lacking connectivity with mathematics learning

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[그림 8] 역량의 의미를 제시하는 과제 [Fig. 8] Task given the meaning of competencies

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[그림 9] 교사용 지도서의 과제 설명 [Fig. 9] Description of task in the teachers guidebook

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[그림 10] 문제 만들기 과제 [Fig. 10] Task for problem making

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[그림 11] 수학의 외적 연결 과제 [Fig. 11] Task of mathematical external connections

[표 1] 문제해결의 하위 요소와 의미(박경미 외, 2015) [Table 1] Elements and meaning of problem solving(Park et al., 2015)

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[표 2] 추론의 하위 요소와 의미(박경미 외, 2015) [Table 2] Elements and meaning of reasoning(Park et al., 2015)

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[표 3] 창의・융합의 하위 요소와 의미(박경미 외, 2015) [Table 3] Elements and meaning of creativity andintegration(Park et al., 2015)

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[표 4] 의사소통의 하위 요소와 의미(박경미 외, 2015) [Table 4] Elements and meaning of communication(Park et al., 2015)

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[표 5] 정보처리의 하위 요소와 의미(박경미 외, 2015) [Table 5] Elements and meaning of information processing(Park et al., 2015)

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[표 6] 태도 및 실천의 하위 요소와 의미(박경미 외, 2015) [Table 6] Elements and meaning of attitude and practice(Park et al., 2015)

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[표 7] 분석에 사용된 교과서 목록 [Table 7] List of textbooks used in analysis

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[표 8] 핵심 역량과 수학 교과 역량의 하위 요소 [Table 8] Elements of core competencies and mathematical competencies

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[표 9] 동일하거나 유사한 하위 요소 [Table 9] Same or similar elements

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[표 10] 수학 교과 역량 과제의 역량별 분포 [Table 10] Distribution of competencies of tasks for mathematical competencies

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[표 11] 문제 해결 역량 과제의 하위 요소별 분포 [Table 11] Distribution of elements of tasks for problem solving

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[표 12] 추론 역량 과제의 하위 요소별 분포 [Table 12] Distribution of elements of tasks for reasoning

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[표 13] 창의 융합 역량 과제의 하위 요소별 분포 [Table 13] Distribution of elements of tasks for creativity and integration

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[표 14] 의사소통 역량 과제의 하위 요소별 분포 [Table 14] Distribution of elements of tasks for communication

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[표 15] 정보처리 역량 과제의 하위 요소별 분포 [Table 15] Distribution of elements of tasks for information processing

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[표 16] 태도 및 실천 역량 과제의 하위 요소별 분포 [Table 16] Distribution of elements of tasks for attitude and practice

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[표 17] 교과서별 수학 교과 역량 과제의 역량 분포 [Table 17] Distribution of competencies of tasks for mathematical competencies in each textbooks

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[표 18] 수학 교과 역량 과제의 역량별 분포 [Table 18] Distribution of competencies of tasks for mathematical competencies

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