The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Content analysis of education for sustainable development in elementary school mathematics textbooks

초등학교 수학 교과서에서의 지속가능발전 내용 분석

  • Received : 2021.04.19
  • Accepted : 2021.05.13
  • Published : 2021.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

Education for Sustainable Development is an imperative mean to achieve the sustainable development which is the key idea that meets the needs of both present and succeeding generations by reconciling environmental protection, social development and economic growth. This study addressed the following question. First, what is the overall structure of the ESD contents presented in the textbooks? Second, How are the sub-contents of ESD distributed in the textbooks? Lastly, How are the ESD contents connected to mathematics in the textbooks? For this purpose, the contents in the elemtentary mathematics textbooks from 1st to 6th grades were analyzed at both macro and micro levels through quantitative and qualitative research methods. As results, contents related to environmental, social, and economic dimensions were presented from the first grade. The contents were involved the mathematics content domains of Numbers and Operations, Data and Possibilities, and Patterns. However, the contents were presented intensively in middle and high grades, and environmental topics accounted for a high proportion. Among the activities related to ESD, many were focused on solving problems mathematically while some were presented to solve problems as well as to consider sustainability through the activities. Based on the results, the study aims to provide implications for the direction of mathematics education for sustainable development in elementary school.

지속가능발전 교육은 현재와 미래 세대의 지속가능한 발달을 위해 중요하다. 본 연구에서는 초등학교 1학년부터 6학년의 수학 교과서에 제시된 지속가능발전 교육의 내용을 혼합연구의 방법을 사용하여 분석하였다. 지속가능발전에 관한 내용의 관련 차원 및 수학 내용 영역, 수학과의 연결성 등을 양적 연구의 방법으로 분석하였고, 관련된 하위 내용 및 교과서에 구체적으로 어떻게 제시되는지를 질적 연구의 방법을 통해 분석하였다. 연구 결과, 초등학교 수학 교과서에는 지속가능발전의 세 가지 큰 축인 환경, 사회, 경제 차원에 관한 내용이 여러 학년에 걸쳐 다양하게 다루어지고 있었다. 환경 차원과 관련하여 자연 자원, 에너지, 기후 변화 등의 하위 내용이, 사회 차원과 관련하여 평화와 안전, 문화 다양성, 건강 관리 및 증진의 하위 내용이, 경제 차원과 관련하여 지속가능한 생산, 빈부 격차 완화의 하위 내용에 관한 활동이 제시되고 있었다. 이러한 활동에서 지속가능발전은 문제 해결의 맥락으로 대부분 제시되고 있으며 일부 활동에서는 문제 해결뿐만 아니라 지속가능성을 고려해보게 하는 하위 활동을 추가로 포함하고 있었다. 본 연구의 결과를 바탕으로 초등학교 수학에서의 지속가능발전 교육의 지도 방향에 대한 시사점을 제공하고자 한다.

Keywords

References

  1. Australian Curriculum Assessment and Reporting Authority. (2015). Sustainability. Australia: Author. Retrieved from https://www.acara.edu.au/curriculum/foundation-year-10/cross-curriculum-priorities/sustainability-ccp
  2. Bartusevica, A. & Cedere, D. (2003). Eco-team formation in Latvia and their role in environmental education. Journal of Baltic Science Education, 2(4), 5-11.
  3. Cho, S. & Kim, G. (2021). Investigating mathematics teachers' understanding of and intention to use textbooks. The Mathematical Education, 60(1), 111-131. https://doi.org/10.7468/MATHEDU.2021.60.1.111
  4. Elliott, S. & Davis, J. (2009). Exploring the resistance: An Australian perspective on educating for sustainability in early childhood. International Journal of Early Childhood, 41(2), 65-77. https://doi.org/10.1007/BF03168879
  5. Hamilton, J. & Pfaff, T. J. (2014). Sustainability education: the what and how for mathematics. Primus, 24(1), 61-80. https://doi.org/10.1080/10511970.2013.834526
  6. Hedefalk, M., Almqvist, J., & Ostman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990. https://doi.org/10.1080/13504622.2014.971716
  7. Joutsenlahti, J. & Perkkila, P. (2019). Sustainability development in mathematics education: a case study of what kind of meanings do prospective class teachers find for the mathematical symbol "2/3"? Sustainability, 11(2), 457. https://doi.org/10.3390/su11020457
  8. Kang, W. (2010). A content analysis of education for sustainable development in 2007 revised middle school environment textbooks. Korea Association of Geographic and Environmental Education, 18(3), 339-354. https://doi.org/10.17279/jkagee.2010.18.3.339
  9. Kennelly, J., Taylor, N., & Serow, P. (2011). Education for sustainability and the Australian curriculum. Australian Journal of Environmental Education, 27(2), 209-218. https://doi.org/10.1375/ajee.27.2.209
  10. Kim, H. G. (2014). An analysis of 2009 revised elementary first grade mathematics textbooks based on STEAM-related subject contents. Education of Primary School Mathematics, 17(3), 277-297. https://doi.org/10.7468/jksmec.2014.17.3.277
  11. Levin, S. (2015). What mathematics can do for sustainability. Bulletin of mathematical biology, 77(2), 251-253. https://doi.org/10.1007/s11538-014-0038-4
  12. Li, Y., Chen, X., & An, S. (2009). Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division. ZDM, 41(6), 809-826. https://doi.org/10.1007/s11858-009-0177-5
  13. Liu, Z., Yang, H. C., & Shiau, Y. C. (2020). Investigation on evaluation framework of elementary school teaching materials for sustainable development. Sustainability, 12(9), 3736. https://doi.org/10.3390/su12093736
  14. Martinez-Medina, R. & Arrebola, J. C. (2019). Analysis of sustainability activities in Spanish elementary education textbooks. Sustainability, 11(19), 5182. https://doi.org/10.3390/su11195182
  15. McKeown, R., Hopkins, C. A., Rizi, R., & Chrystalbridge, M. (2002). Education for sustainable development toolkit. Knoxville: University of Tennessee.
  16. Ministry of Education(2015). Mathematics Curriculum. 2015-74(Book 8)
  17. Ministry of Education (2020a). 1-1 Mathematics textbook. Seoul: Visang.
  18. Ministry of Education (2020b). 1-2 Mathematics textbook. Seoul: Visang.
  19. Ministry of Education (2020c). 2-1 Mathematics textbook. Seoul: Visang.
  20. Ministry of Education (2020d). 2-2 Mathematics textbook. Seoul: Visang.
  21. Ministry of Education (2020e). 3-1 Mathematics textbook. Seoul: Visang.
  22. Ministry of Education (2020f). 3-2 Mathematics textbook. Seoul: Visang.
  23. Ministry of Education (2020g). 4-1 Mathematics textbook. Seoul: Visang.
  24. Ministry of Education (2020h). 4-2 Mathematics textbook. Seoul: Visang.
  25. Ministry of Education (2020i). 5-1 Mathematics textbook. Seoul: Visang.
  26. Ministry of Education (2020j). 5-2 Mathematics textbook. Seoul: Visang.
  27. Ministry of Education (2020k). 6-1 Mathematics textbook. Seoul: Visang.
  28. Ministry of Education (2020l). 6-2 Mathematics textbook. Seoul: Visang.
  29. Ministry of Education (2020m). 1-1 Mathematics Teachers' guidebook. Seoul: Visang.
  30. Petocz, P. & Reid, A. (2003). What on earth is sustainability in mathematics?. New Zealand Journal of Mathematics, 32, 135-144.
  31. Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), 423-434. https://doi.org/10.1080/1350293x.2010.500082
  32. Renert, M. (2011). Mathematics for life: sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
  33. Roe, J., deForest, R., & Jamshidi, S. (2018). Mathematics for sustainability. NewYork: Springer.
  34. Serow, P. (2015). Education for sustainability in primary mathematics education. In N. Taylor., F. Quinn., & C. Eames. (Eds.). Educating for sustainability in primary schools: Teaching for the future (pp. 177-194). Rotterdam: Sense Publisher. https://doi.org/10.1007/978-94-6300-046-8_9
  35. Summers, M. & Kruger, C. (2003). Teaching sustainable development in primary schools: Theory into practice. Curriculum Journal, 14(2), 157-180. https://doi.org/10.1080/09585170302836
  36. Tornroos, J. (2005). Mathematics textbooks, opportunity to learn and student achievement. Studies in Educational Evaluation, 31(4), 315-327. https://doi.org/10.1016/j.stueduc.2005.11.005
  37. United Nations Educational, Scientific and Cultural Organization. (2012). Education for sustainable development sourcebook. Paris: UNESCO.
  38. United Nations. (2015). United nations sustainable development summit 2015. Retrieved from https://sustainabledevelopment.un.org/post2015/summit
  39. The World Commission on Environment and Development. (1987). Our common future. London, Oxford University Press. https://doi.org/10.2307/2621529
  40. Widiati, I. & Juandi, D. (2019). Philosophy of mathematics education for sustainable development. Journal of Physics, 1157(2), 022128. https://doi.org/10.1088/1742-6596/1157/2/022128
  41. Woo, Y. L., Mokhtar, M., Komoo, I., & Azman, N. (2012). Education for sustainable development: a review of characteristics of sustainability curriculum. OIDA International Journal of Sustainable Development, 3(8), 33-44.
  42. Yuniarti, Y. S., Hasan, R., & Ali, M. (2019). Competencies of education for sustainable development related to mathematics education in senior high school. Journal of Physics: Conference Series. 1179(2019), 012075. https://doi.org/10.1088/1742-6596/1179/1/012075
  43. Zehetmeier, S. & Krainer, K. (2011). Ways of promoting the sustainability of mathematics teachers' professional development. ZDM, 43(6-7), 875-887. https://doi.org/10.1007/s11858-011-0358-x