한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제61권3호
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  • Pages.397-417
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  • 2022
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  • 1225-1380(pISSN)
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  • 2287-9633(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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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
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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.

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