수학 교과서에 나타난 수학 및 수학 학습의 가치화의 학교급과 내용 주제별 양상

Abstract

This study analyzed the valuing of mathematics and mathematics learning in the 2015 revised mathematics curriculum textbook. The valuing elements of mathematics and mathematics learning were extracted from previous studies to classify the intended valuing in elementary, middle, and high school math textbook tasks, and the differences were examined in relation to school level and the topic of the content. Overall, the valuing of mathematics learning had a higher rate than that of mathematics, and the rate of explaining students’ own ideas and logic was high. In addition, the rates of exercise in elementary schools, control and reflection in middle schools, and problem-solving in high schools were also high. Regarding content topic, number concepts and statistics had a higher rate of modeling, and the spatial figure had a higher rate of operation. Even with the same content topic, the aspect of valuing differed depending on school level. We suggest implications for mathematics education in the school-level transition period, instruction centered on big ideas, the implementation of valuing in mathematics classes, research on the value of mathematics education, and textbook analysis by period.