Analysis of the issues derived from the implementation of the 2015 revised mathematics curriculum in 1^st and 2^nd grade

2015 개정 수학과 교육과정 초등학교 1~2학년 적용에서의 쟁점 분석

Abstract

The purpose of this study is to analyze the implementation of 2015 revised mathematics curriculum. This study focused on issues raised from the implementation. The teaching-learning methods for enhancing mathematical competencies, the amount and difficulty of mathematics in the 1st and 2nd grade, the level of vocabulary and sentence for students in the textbooks, and the support for successful implementation of the curriculum were collected and analyzed through questionnaires and interviews. As a result of the research, most of the teachers tried to improve the teaching and learning method considering mathematical competencies, but had difficulty in connecting contents and competencies. They also recognized that the amount and difficulty in the 1st and 2nd grade math, and the level of vocabulary and sentences presented in math textbooks were generally appropriate. However, they pointed out that the textbooks were over-emphasized in various ways out of basic calculation methods, and that the long sentences, which are not easy to read and understand by students who are not familiar with reading Korean, are included in the . They recognised that there is a large difference in level of reading Korean and understanding math among students. So we suggest that more active support is needed for the students who are learning slowly and the students who are having difficulty in reading Korean.

2015 개정 수학과 교육과정의 초등학교 1~2학년 적용 실태 분석 결과, 대부분의 교사들은 '놀이 수학' 코너가 교과역량 함양에 도움이 되며, 수학 학습량 및 내용의 수준, <수학> 및 <수학 익힘>의 어휘 수준과 문장의 길이 등은 적절하다고 보았으나 일부 교사들은 어휘가 어렵고 문장도 길다고 인식하였다. 또한 수학 이해 및 한글 해득에 있어서의 학생 간 수준 차이가 크다는 것이 초등학교 1~2학년 수업 운영의 주된 어려움이라는 교사들의 인식을 토대로 본 연구에서는 수학 이해 및 한글 해득에 어려움을 겪는 학생을 위한 적극적인 지원의 필요성을 제안하였다.

[Fig. 1] Research procedure

[Table 2] Survey respondent characteristics

[Table 3] Information about the interviewees

[Table 10] Difficulty of mathematics in elementary school 1^st and 2^nd grade

[Table 12] Vocabulary level of mathematics textbooks

[Table 1] Survey question content and number

[Table 4] Resources that can be helped to develop mathematical competencies (multiple responses)

[Table 5] Difficulties in developing mathematical competencies (multiple responses)

[Table 6] The extent to which formal changes in elementary school mathematics textbooks helped in learner-centered teaching

[Table 7] The extent to which formal changes in elementary school mathematics textbooks helped in learner-centered teaching (group differences according to whether they are in 1^st or 2^nd grade)

[Table 8] The amount of learning mathematics in elementary school 1^st and 2^nd grade

[Table 9] The amount of learning mathematics in elementary school 1^st and 2^nd grade (group differences according to whether they are in 1^st or 2^nd grade)

[Table 11] Difficulty of mathematics in elementary school 1^st and 2^nd grade (Group differences according to whether they are in 1^st or 2^nd grade)

[Table 13] Vocabulary level of mathematics textbooks (Group differences according to whether they are in 1^st or 2^nd grade)

[Table 14] Sentence length of mathematics textbook

[Table 15] Sentence length of mathematics textbook (Group differences according to whether they are in 1^st or 2^nd grade)

[Table 16] Difficulties of mathematics instruction in elementary school 1st and 2nd grades (multiple responses)

[Table 17] Support for improvement of math classes in elementary school 1^st and 2^nd grade (multiple responses)