한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제62권2호
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  • Pages.257-268
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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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고등학교 수학교과서의 수열 단원에 포함된 개방형 과제의 특징 분석: 인지적 난이도 관점을 중심으로

An analysis of characteristics of open-ended tasks presented in sequences of high school mathematics textbooks: Focusing on cognitive demands

  • 투고 : 2023.05.01
  • 심사 : 2023.05.23
  • 발행 : 2023.05.31
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초록

본 연구의 목적은 개방형 과제의 특징을 인지적 난이도 관점에서 분석하는 것이다. 이를 위하여 고등학교 수학교과서 3종을 대상으로 수열 단원에 포함된 개방형 과제의 특징을 분석하였다. 연구 결과, 인지적 난이도 수준이 낮은 개방형 과제는 이전의 과제 또는 해당 과제 내에 절차를 포함하고 있는 특징이 있었다. 반면에 인지적 난이도 수준이 높은 개방형 과제는 구하고자 하는 것에 접근하기 위하여 새로운 조건을 능동적으로 탐구하거나 판단 근거를 요구하는 과제 또는 다양한 표상을 수열의 개념과 연결 짓거나 다양한 해답을 요구하는 특징이 있었다. 이러한 연구 결과는 의도된 교육과정 측면에서 인지적 난이도가 높은 개방형 과제의 특징을 구체화하였을 뿐 아니라 인지적 난이도가 높은 개방형 과제 개발에 그 방향성을 제공하였다는데 의의가 있다고 볼 수 있다.

The purpose of the study is to analyze the characteristics of open-ended tasks in terms of cognitive demands. For this purpose, we analyzed characteristics of open-ended tasks presented in the sequence units of three high school mathematics textbooks. The results of the study have revealed that low cognitive demand levels of open-ended tasks had characteristics including procedures within previous tasks or within those tasks. On the other hand, high cognitive demand levels of open-ended tasks had characteristics of actively exploring new conditions to gain access to what is being sought, requesting a basis for judgement, linking various representations to the concepts of sequences, or requiring a variety of answers. These results are significant in that they not only specified the characteristics of open-ended tasks with high cognitive demands in terms of the intended curriculum, but also provided a direction for the development of open-ended taks with high congitive demands.

키워드

과제정보

This research was supported by the College of Education, Korea University Grant in 2023.

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