DOI QR코드

DOI QR Code

정보 리터러시에 대한 수학교육 전문가들의 인식 분석

Mathematics education experts' perception of information literacy in mathematics education

  • 투고 : 2022.08.09
  • 심사 : 2022.08.22
  • 발행 : 2022.08.31

초록

본 연구의 목적은 정보 리터러시에 대한 수학교육 전문가들의 인식을 탐색 및 분석함으로써 이론과 현장 전문가들의 인식을 파악하고 더 나아가 수학 교과를 위한 정보 리터러시를 현장에 안착시키는 방안을 논의하는 것이다. 수정 델파이기법과 FGI를 통해 나타난 전문가들의 의견을 수집하여 지속적 비교방법을 통해 전문가들의 인식을 질적으로 분석하였고 그 결과 공통된 주제로 비교 분석할 수 있었다. 첫째, 대부분 전문가들은 정보처리 능력을 공학적 도구의 활용과 통계 영역에 국한하여 인식하고 있었고 정보처리 능력을 확장하여 수학교육에서의 정보 리터러시의 필요성을 느끼고 있었으나 그 의미 이해에 대해서는 약간의 차이가 있었다. 둘째, 현장 전문가들은 교과교육에서의 사회적 역량을 중요시하고 있었으며 정보 리터러시를 통해서도 함양할 수 있다는 의견에 동의하였다. 셋째, 수학 교과를 위한 정보 리터러시가 현장에 안착하기 위해서는 교사를 지원하는 구체적인 방안이 마련되어야 하며 역량 기반의 교육과정이 잘 이행되기 위해서는 현장 적용가능한 방안이 논의되어야 한다는 의견이 공통으로 나타났다. 따라서 본 연구는 수학교육 전문가들의 인식 분석을 통해 수학 교과를 위한 정보 리터러시의 필요성과 중요성을 확인하였으며 정보 리터러시를 학교수학에 적용하는 데에 이론 전문가와 현장 전문가의 의견 간에 약간의 차이가 있었지만 모두 고려한 방안을 마련하고자 하였다.

The purpose of this study is to discuss information literacy in mathematics education by comparatively analyzing mathematics education experts' perception of information processing and information literacy in mathematics education. We collected mathematics education experts' opinions using the modified Delphi method and focus group interviews, then analyzed their responses with an analytic framework through a constant comparative method. Even though we used different methods, we could compare their perceptions under the common themes. The findings are in three-folds. First, most experts focused only on the use of technological tools or statistics as a way of developing information literacy. In addition, even though mathematics education experts recognize the need for information literacy in mathematics education, their definition and meaning of information literacy somehow varied. Secondly, teachers as practitioners emphasized social competency which could be developed through information literacy. Thirdly, they asked for concrete and systematic plans for school practice in order to well develop information literacy in schools. Even though there were some differences in their perception of information literacy in mathematics education in terms of their prior experiences and background, it is very meaningful that there were commonalities among their perceptions which would allow us to find the ways of developing information literacy in mathematics education.

키워드

참고문헌

  1. American Library Association (2000). Information literacy competency standards for higher education. http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf.
  2. Association of College & Research Libraries (2016). Information literacy competency standards for science & engineering. Retrieved July 31, 2021, from https://www.ala.org/acrl/standards/standardsguidelinestopic
  3. Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2013). Fostering data literacy through preservice teacher inquiry in english language arts. The Teacher Educator, 48(1), 8-28. https://doi.org/10.1080/08878730.2012.740151
  4. Bae, H. S. (2019). Educational implications of data literacy in social studies. Theory and Research in Citizenship Education, 51(1), 95-120. https://doi.org/10.35557/TRCE.51.1.201903.004
  5. Bundy, A. (Ed.) (2004). Austrailan and New Zealand information literacy framework: Principles, standards and practices (2nd ed.). Arustralian and New Zealand Institute for Information Literacy.
  6. Catts, R., & Lau, J. (2008). Towards information literacy indicators. UNESCO.
  7. CHo, S. H., & Kim, G. Y. (2021). Investigating mathematics teachers' understanding of and intention touse textbooks. The Mathematical Education, 6(1), 111-131. http://dx.doi.org/10.7468/mathedu.2021.60.1.111
  8. Choi, S. J., Lee, J. D., Kim, E. Y., Kim, H. J., Paik, N. J., & Kim, J. M. (2017). A study on OECD Education 2030 project: Analyzing validity of OECD competencies framework and exploring practices of competency-based education in South Korea. (Report No. RR 2017 - 18). KEDI
  9. Choi, S. Y., & Lee, J. H. (2017). A study on the development of elementary school mathematics program with a focus on social issues for the mathematically gifted and talented students for fostering democratic citizenship. Journal of Elementary Mathematics Education in Korea, 21(3), 415-441.
  10. Choi, S. Y., Ryu, H., & Park, J. H. (2015). A study on character education in mathematics subject. East Asian mathematical journal, 31(2), 189-210. https://doi.org/10.7858/eamj.2015.017
  11. Dawson, M. & Kallenberger, N.(Eds.) (2015). Information skills in the school: Engaging learners in constructing knowledge. School Libraries, Learning systems, State of New South Wales Department of Education.
  12. Education Research Institute of Seoul National University. (1995). Makig decision. Naver. https://terms.naver.com/entry.naver?docId=511765&cid=42126&categoryId=42126
  13. Eisenberg, M. & R. Berkowitz. (1988). Information problem solving: The Big Six skills approach to library & information skills instruction. Ablex.
  14. Fraillon, J., Schulz, W., & Ainley, J. (2013). International computer and information literacy study 2013: Assessment framework. IEA. https://www.iea.nl/publications/assessment-framework/international-computer-and-information-literacy-study-2013
  15. Grizzle, A. & Singh, J. (2016). Five laws of media and information literacy as harbingers of human rights. In J. Singh, P. Kerr, & E. Hamburger (Eds.), MILID Yearbook 2016, Media and information literacy: Reinforcing human rights, countering radicalization and extremism. UNESCO.
  16. Jun, H. O. (2007). Applications of decision-making content factors in the social studies curriculum. Research in Social Studies Education, 14(2), 139-160.
  17. Kim, E. H. (2022). A study on the development of information literacy standards for mathematics [Unpublished doctoral dissertation, Ewha Womans University].
  18. Kim, E. H., & Kim, R. Y. (2020). Interpretation and application of information processing competency as mathematical competency: A case of middle school mathematics textbooks under the 2015 revised curriculum. The Mathematical Education, 59(4), 389-403. http://dx.doi.org/10.7468/mathedu.2020.59.4.389
  19. Kim, E. H., & Kim, R. Y. (2021). Computational thinking in the tasks related information-processing in middle school mathematics textbooks. Journal of Research in Curriculum & Instruction, 25(5), 539-552. https://doi.org/10.24231/rici.2022.26.3.249
  20. Kim, E. H., & Kim, R. Y. (2022). A re-view on information literacy for mathematics education. Journal of Research in Curriculum & Instruction, 26(3), 249-262. https://doi.org/10.24231/rici.2022.26.3.249
  21. Kim, R. Y. & Kim, E. H. (2020). Analyzing the meaning and elements of knowledge-information processing competency in 2015 revised curriculum. Journal of Research in Curriculum & Instruction, 24(5), 500-510. https://doi.org/10.24231/rici.2020.24.5.500
  22. Kim, S. H. (2008). Information Literacy. KSI.
  23. Kim, S. H., Kim, J. H., Kim, H. Y., Lee, W. J., Park, I. J., Kim, M. E. Lee, E. H., & Kye, B. K. (2017). A study on the application of digital literacy to curriculum. (Report No. KR 2017-4). KERIS.
  24. Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied researchers (3rd ed.). Sage.
  25. Lee, K. W., & Jeong, Y. G. (2017). A reflective review of the connection context between the general guidelines and the subject curriculum in the 2015 revised curriculum: Focused on the national curriculum specialized guidelines mediation. The Journal of Curriculum Studies, 35(3), 59-80.
  26. Lee, K. W., Jeung, Y., Seo, Y., Jeong, C., Choi, J., Park, M., Lee, B., Jin, E., You, J., Lee, K. E., Park, S., Joo, H., Paik, N., Ohn, J., Lee, K. H., & Kim, S. (2014). A study on the guidelines for subject curriculum development (Report No. CRC-2014-7). Korea Institute of Curriculum and Evaluation.
  27. Lee, K. W., Min, Y. S., Jeon, J. C., Kim, M. Y., & Kim, H. J. (2008). A study on the vision of elementary and secondary curriculum to promote future Koreans' core competencies(II). (Report No. RRC-2008-7-1). Korea Institute of Curriculum and Evaluation.
  28. Lim, Y. N., & Jang, S. Y. (2016). An analysis on the relationship between key competencies and subjects of the 2015 revised national curriculum: Using semantic network analysis. Journal of Learner-Centered Curriculum and Instruction, 16(10), 749-771.
  29. Ministry of Education. (2020). 2015 revised mathematics curriculum. Ministry of Education Notice 2020-236 [supplement 8]. Author.
  30. Ministry of Education (2021). Key points of the 2022 revised curriculum (plan). https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=294&boardSeq=89671&lev=0&searchType=null&statusYN=W&page=1&s=moe&m=020402&opType=N
  31. Mjelde, J. W., Litzenberg, K. K., & Lindner, J. R. (2011). Cognitive development effects of teaching probabilistic decision making to middle school students. Journal of Natural Resources and Life Sciences Education, 40, 36-44. https://doi.org/10.4195/jnrlse.2010.0001k
  32. Murray, J. W. J., & Hammons, J. O. (1995). Delphi: A versatile methodology for conducting qualitative research. Review of Higher Education, 18(4), 423-436. https://doi.org/10.1353/rhe.1995.0008
  33. National Institute of Korean Language (n.d.a). Analysis. Dictionary of the standard language. Retrived July 31, 2022, from https://stdict.korean.go.kr/search/searchResult .do?pageSize=10&searchKeyword=%EB%B6%84%EC%84%9D
  34. National Institute of Korean Language (n.d.b). Interpretation. Dictionary of the standard language. Retrieved July 22, 2022, from https://stdict.korean.go.kr/search/searchResult .do?pageSize=10&searchKeyword=%EB%B6%84%EC%84%9D
  35. Noh, E. H., Shin, H. J., Lee, J. J., & Jeong, H. S. (2018). A study on the current status of digital literacy education in elementary and secondary curriculum and improvement plan (Report No. RRC 2018-7). KICE.
  36. Oh, E. K. (2013). A study on information literacy in social media age: Focusing on redefinition, contents and media of information. Korean Society for Library and Information Science, 47(3), 385-406. https://doi.org/10.4275/KSLIS.2013.47.3.385
  37. Organisation for Economic Cooperation and Development (2019). OECD future of education and skills 2030: OECD learning compass 2030. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learningcompass2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
  38. Park, J. H. (2018). A study on the development of conceptualization model for reading, information, ICT, and digital literacy. Journal of Korean Library and Information Science Society, 49(2), 267-300. https://doi.org/10.16981/KLISS.49.2.201806.267
  39. Park, K., Lee, H., Park, S., Kwon, J., Yoon, S., Kang, H., Park, K. M., ..., Kang, S. (2015). A study on development of mathematics curriculum according to 2015 revised curriculum II. (Report No. BD15120005). Ministry of Education & Korea Foundation for the Advancement of Science and Creativity.
  40. SCONUL Working Group on Information Literacy. (2011). The SCONUL seven pillars of information literacy: Core model for higher education. Society of College, National and University Libraries. https://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
  41. Stewart, M., Brown, JB., Boon, H., Galajda, J., Meredith, L., & Sangster, M. (1999). Evidence on patient-doctor communication. Cancer Prev Control, 3(1), 25-30.
  42. Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage.
  43. Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Sage.
  44. Ziglio, E. (1996). The Delphi Method and its contribution to decision making. In M. Adler, & E. Ziglio (Eds.), Gazing into the oracle: The Delphi method and its application to social policy and public health (pp. 3-33). Kingsley.