Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

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

DOI QR Code

A Study of the Questions Presented in Chapters of Number and Operation Area in Elementary School Mathematics Textbooks

초등수학 교과서의 수와 연산 영역 단원에 제시된 발문 특성 연구

  • Received : 2022.02.28
  • Accepted : 2022.03.28
  • Published : 2022.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

In this research, in order to obtain teaching/learning implications for effective use of questions when teaching number and operation area, the types of questions presented in chapters of number and operation area of 2015 revised elementary math textbooks and the function of questions were compared and analyzed by grade cluster. As a result of this research, the types of questions presented in chapters of number and operation area showed a high percentage of occurrences in the order of reasoning questions, factual questions, and open questions not calling for reasoning in common by grade cluster. And reasoning questions were predominant in all grade clusters. In addition, in all grade clasters, the proportion of questions acting as a function to help guess, invention, and solving problems and questions acting as a function to help mathematical reasoning were relatively high. As such, it can be inferred that the types and functions of the questions presented in chapters of number and operation area are related to the characteristics of the learning content by grade cluster. This research will be able to contribute to the preparation of advanced teaching/learning plans by providing reference materials in the questions when teaching number and operation area.

본 연구에서는 수와 연산 영역 지도 시 효과적인 발문 활용에 있어서 교수·학습상의 시사점을 얻기 위하여 2015 개정 수학과 교육과정에 따른 초등학교 수학 교과서의 수와 연산 영역 단원에 제시된 발문의 유형과 작용 기능을 학년군별로 비교 분석하여 발문의 특성을 파악하였다. 연구 결과 수와 연산 영역 단원에 제시된 발문은 학년군별로 공통되게 추론 발문, 사실 발문, 추론을 요구하지 않는 열린 발문 순으로 많이 나타났으며, 모든 학년군에서 추론 발문이 주를 이루고 있었다. 또한 모든 학년군에서 문제의 추측, 발명, 해결 활동을 돕는 기능으로 작용하는 발문과 수학적 추론을 돕는 기능으로 작용하는 발문이 상대적으로 많이 나타났다. 이처럼 수와 연산 영역 단원에 제시된 발문의 유형과 작용 기능은 학년군별 학습 내용의 특성과 관련이 있음을 유추할 수 있다. 본 연구는 수와 연산 영역 지도에 활용할 수 있는 발문 구안에 참고 자료를 제공하여 발전적인 교수·학습 방안 마련에 기여할 수 있을 것이다.

Keywords

References

  1. Kang, W., Chang, Y. Y., & Jeong, S. H. (2011). An analysis on the pattern of questioning sentence -a case study for the newly appointed teachers. Education of Primary School Mathematics, 14(3), 293-302. https://doi.org/10.7468/JKSMEC.2011.14.3.293
  2. Ministry of Education (2015). Mathematics curriculum. 2015-74(Book 8).
  3. Ministry of Education (2017a). Mathematics 1-1. Seoul: Chunjae Education.
  4. Ministry of Education (2017b). Mathematics 1-2. Seoul: Chunjae Education.
  5. Ministry of Education (2017c). Mathematics 2-1. Seoul: Chunjae Education.
  6. Ministry of Education (2017d). Mathematics 2-2. Seoul: Chunjae Education.
  7. Ministry of Education (2018a). Mathematics 3-1. Seoul: Chunjae Education.
  8. Ministry of Education (2018b). Mathematics 3-2. Seoul: Chunjae Education.
  9. Ministry of Education (2018c). Mathematics 4-1. Seoul: Chunjae Education.
  10. Ministry of Education (2018d). Mathematics 4-2. Seoul: Chunjae Education.
  11. Ministry of Education (2019a). Mathematics 5-1. Seoul: Chunjae Education.
  12. Ministry of Education (2019b). Mathematics 5-2. Seoul: Chunjae Education.
  13. Ministry of Education (2019c). Mathematics 6-1. Seoul: Chunjae Education.
  14. Ministry of Education (2019d). Mathematics 6-2. Seoul: Chunjae Education.
  15. Pang, J. S. (2004). A study on the computation and number-sense ability of elementary school students. Journal of the Korean Society of Mathematical Education, 8(4), 424-444.
  16. Byun, H. G. (1994). Techniques for asking questions: a proficient questioning technique training program. Seoul: History of Education and Science.
  17. Lee, J. S. (2017). An analysis on the question types of novice teachers in the elementary mathemacits lessons. Master's Thesis, Seoul National University of Education, Seoul.
  18. Do, J. W. (2021a). An analysis of types and functions of questions presentated in data and chance area of elementary school mathematics textbooks. The Mathematical Education, 60(3), 265-279. https://doi.org/10.7468/MATHEDU.2021.60.3.265
  19. Do, J. W. (2021b). An analysis of the questions presentated in chapters of pattern area in elementary school mathematics. Education of Primary School Mathematics, 24(4), 180-202.
  20. Barnes, D. (1990). Language in the secondary classroom: a study of language interaction in twelve lessons in the first term of secondary education. In D. Barnes, Britton, & H. Rosen(Eds.), Langage, the Learner & the School (pp. 11-77). Baltimore, Md.: Penguin Books.
  21. Baroody, A. J. & Coslick, R. T. (1998). Let's develop the power of mathematics why? how? Lawrence Eribaum Associates, Inc. 권성룡, 김남균, 김수환, 김용대, 남승인, 류성림, 방정숙, 신준식, 이대현, 이봉주, 조완영, 조정수 공역 (2006). 수학의 힘을 길러주자. 왜? 어떻게? 서울: 경문사.
  22. Brualdi, A. C. (1998). Classroom questions. ERIC/AE Digest. ERIC Clearinghouse on Assessment and Evaluation. Washington DC.
  23. Carpenter, T. R., Franke, M. L., & Lavi, L. (2003). Thinking mathematically: integrating arithmetic & algebra in elementary school. Portsmouth, NH: Heinemann.
  24. Chang, C. C. & Silalahi, S. M. (2017). A review and content analysis of mathematics textbooks in educational research. Problems of Education in the 21st Century, 75(3), 235-251. https://doi.org/10.33225/pec/17.75.235
  25. Corey, S. (1940). The teachers out-talk the pupils. School Review, 48, 745-752. https://doi.org/10.1086/440596
  26. Ginsburg, H. (1977). Children's arithmetic: the learning process. D. Van Nostrand. 송명자, 나귀옥 공역 (1990). 아동의 산수: 학습과정 -교사와 부모를 위한 산수지도의 내용과 방법. 서울: 중앙적성출판사.
  27. National Council of Teachers of Mathematic (1991). Professional standards for teaching mathematics. VA: Reston.
  28. National Council of Teachers of Mathematic (1992). Algebra for the twenty-first century: proceeding of the August 1992 conference. VA: Reston.
  29. National Council of Teachers of Mathematic (2014). Principles to actions: ensuring mathematics success for all. VA: Reston.
  30. Reys, E. R., Lindquist, M., Lamdin, D. V., & Smith, N. L. (2015). Helping children learn mathematic (11th ed.). John Wiley & Sons. 박성선, 김민경, 방정숙, 권점례 공역 (2017). 초등교사를 위한 수학과 교수법. 서울: 교우사.
  31. Risner, G., Skeel, D., & Nicholson, J. (1992). A closer look at textbooks. Science and Children 30(1), 42-73.
  32. Sowder. J. T. (1992). Estimation and number sense. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp.371-389). NewYork: Macmillan.
  33. Vacc, N. N. (1993). Implementing the "professional standards for teaching mathematics": questioning in the mathematics classroom. Mathematics Teacher, 41(2), 88-91.
  34. Watson, K. & Young, B. (1986). Discourse for learning in the classroom. In S. Murphy (Ed.), Literacy through "language arts": teaching and learning in context (pp. 39-49). Urbana, IL: National Council of Teachers of English.
  35. Wilen, W. W. (1991). Questioning skill, for teachers (4th ed.). Washington, D. C. : National Education Association.