한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제62권4호
  • /
  • Pages.515-529
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  • 2023
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  • 1225-1380(pISSN)
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  • 2287-9633(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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초등학교 수학과 교육과정 수와 연산 영역에 대한 교사들의 이해 실태 분석

Analysis of teachers' understanding of the number and operations domain of elementary school mathematics curriculum

  • 박지현 (한국교육과정평가원) ;
  • 성지현 (서울대학교사범대학부설초등학교)
  • 투고 : 2023.11.09
  • 심사 : 2023.11.24
  • 발행 : 2023.11.30
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초록

본 연구의 목적은 초등학교 수학과 교육과정의 3~6학년 수와 연산 영역에 대한 교사들의 이해 실태를 분석하고, 교사들의 교육과정에 대한 이해를 개선하기 위한 시사점을 도출하는 것이다. 이를 위해 초등 교사들에게 교육과정 성취기준을 학년 단위로 평가할 수 있는 문항을 개발하도록 하고, 개발된 문항에서 나타나는 교사들의 교육과정에 대한 이해 실태를 살펴보았다. 연구 결과 수집된 문항 중 약 25%에 해당하는 문항에서 성취기준을 잘못 해석한 부분이 있었으며, 대표적으로 교과서를 기준으로 볼 때 각 학년에서 다루는 내용을 혼동하거나, 두 개의 성취기준에서 다루는 내용의 차이를 완전하게 구분하지 못하는 경우 등이 나타났다.

The purpose of this study is to analyze teachers' understanding of the number and operations area of grades 3 to 6 in elementary school mathematics curriculum and to derive implications for improving teachers' understanding of the mathematics curriculum. To this end, elementary school teachers were asked to develop items to evaluate curriculum achievement standards at each grade level, and then the teachers' understanding of the curriculum was examined based on the collected items. As a result of the study, there was a misinterpretation of the achievement standards in approximately 25% of the questions collected. Typically, cases where the content covered by each grade was confused when using textbooks as a standard, or cases where the difference between the content covered by the two achievement standards could not be completely distinguished were found.

키워드

과제정보

이 연구는 한국교육과정평가원에서 수행한 '2023년 맞춤형 학업성취도 자율평가 진단도구 개발 및 활용도 제고를 위한 수업연구회 운영' 사업에서 수집된 자료를 재분석하여 수행하였다.

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