‘명사화’에 기반한 초등학교 수학 교과서 문장제의 계열성 분석: ‘비와 비율’ 단원을 대상으로

Abstract

As part of linguistic approaches to narrowing the gap between everyday words and mathematical representations in the mathematical modeling process of word problems as known to cause difficulties for students, this study examines the nominalization of the grammatical metaphor in systematic functional linguistics. We analyzed word problems in the unit “Ratio and Rate” from the mathematics textbook 6-1 using two conceptual frameworks: types of nominalization and methods for nominalization. Our analysis shows that not only do [Type 1], [Type 2], and [Type 2'] of the nominalization fail to have proper sequence but also nominalizations by clause composition, phrase composition, and vocabulary are present with little consideration of sequence from a linguistic point of view. As regards students’ ability to use nominalization to identify objects for mathematical objectification in word problems, we discuss the importance of and method for appropriate curricular sequencing of word problems in mathematics textbooks relative to both the types of and the methods for nominalization.