Abstract
Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsak(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum. First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning. Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.
본 연구에서 초등 교과서의 비와 비율 단원 및 비례식과 비례배분 단원에서 비와 비례 개념과 관련하여 제시된 활동을 분석하여 교과서에 제시된 비례추론 과제가 교육과정별로 어떠한지 알아보았다. 비와 비율 단원에 제시된 비례추론 과제가 2009 개정 때에는 비와 비율의 곱셈 구조 유형과 비례추론 활동이 모두 늘어 내용이 다양해졌지만, 백분율의 곱셈 구조 유형과 비례추론 활동은 모두 약화되었다. 2015 개정 때에도 둘 다 약화되었고, 백분율의 곱셈 구조 유형과 비례 추론 활동은 모두 늘어 내용이 다양해졌다. 비례식과 비례배분 단원에 제시된 비례추론 과제가 2009 개정 시기에는 비의 성질의 곱셈 구조 유형과 비례추론 활동이 모두 증가하여 내용이 다양해졌지만, 비례식과 비례배분은 곱셈 구조 유형만 늘고 비례추론 활동에는 큰 변화가 없어 이전과 내용이 비슷했다. 그리고 2015 개정 시기에 비례식의 곱셈 구조 유형과 비례추론 활동이 모두 늘어 내용이 다양해졌지만, 비의 성질과 비례배분은 곱셈 구조의 유형과 비례추론 활동에 큰 변화가 없어 이전 내용과 비슷하였다. 비와 비율 단원과 비례식과 비례배분 단원에서 모두 다중 묶음 관점에 따라 측정 공간 내의 분석으로 해석하려는 시도가 주로 있었다.
