수학과 교육과정에서의 빅 아이디어 접근의 이해와 실행 모델 탐색

Abstract

To successfully implement the Big Ideas approach in the 2022 revised mathematics curriculum, it is necessary to thoroughly understand how the above approach has been discussed in mathematics education research and to prepare the foundations for its implementation. This study analyzed the meaning of Big Ideas in mathematics education research overseas and their implementation cases; moreover, we explored the goals and content of mathematics education that can be pursued through a Big Ideas approach and investigated how the said approach can be implemented. As a result, we found that the educational objects of the Big Ideas approach in the mathematics curriculum involve cultivating mathematical competency by setting implicit knowledge of Big Ideas as the content of mathematics education. Implicit knowledge of Big ideas has the potential to enable students to gain a deeper understanding of mathematical concepts and procedures, as well as to recognize the value of mathematics.
 To implement the Big Ideas approach in the mathematics curriculum, designing learning trajectories through understanding, interpretation, supplementation or substitution, as well as the creation of Big Ideas is crucial. “Topdown or bottom-up models can be considered.”