외국 교육과정 자료 및 공학 도구 사례 분석을 통한 사분위수 지도 방안 탐색

Abstract

Objectives This study examined elementary and secondary school level curriculum materials from major contries and technological tools and attempted to derive pedagogical implications for teaching the concept of quartile in mathematics education in Korea. Methods To this end, this study collected primary and secondary curriculum data from nine representative countries and examined how each country deals with quartiles from various aspects. In addition, 13 types of technologicla tools were selected for analysis and then it was confirmed which quartile calculation method each technology follows. Results As a result, most countries first introduced the concept of quartile in the 8th and 9th grades of middle school. In addition, it was confirmed that the concept of quartile was included in the ‘spread of data’ or ‘measure of dispersion’ section. Also, it was confirmed that the method of stating the definition of quartile in most countries' curriculum materials is common, and the method of calculating quartile is also the same as M2. Meanwhile, differences were identified in the way each technology defines the calculation of quartile, but when analyzed by dividing them into three categories according to the purpose of use, several common characteristics were discovered. Conclusions Based on the results of this study, suggestions for quartile instruction were presented in mathematics classes and the writting of middle school textbooks according to Korea's 2022 revised mathematics curriculum.