외국 교과서 분석을 통한 상자그림 단원 구성 방안 탐색

Abstract

As box plots have come to be included in the 2022 revised mathematics curriculum, a need for research has emerged to support corresponding textbook development. This study aimed to analyze eight foreign textbooks dealing with box plots and related concepts to explore how to organize a textbook unit. The perspective for analysis was determined considering the conventions of textbook development in Korea and the standards presented in the curriculum, including definitions and teaching sequence of relevant concepts, core tasks and use of technology. Concept definitions were generative, intensional, or extensional, while the predominant teaching sequence was median-quartile-interquartile range(IQR)-box plot. The core tasks mainly included drawing box plots and comparing data sets. Use of technology was mostly in the form of auxiliary tools. Drawing on the results, we suggest that quartiles can be defined generatively or intensionally, and box plots extensionally; a teaching sequence can begin with remarks on median, proceeding to quratile, IQR, and box plot; core tasks may include drawing box plots and comparing data sets, with optional tasks on interpreting box plots and observing distributions; technology can be used to facilitate calculation of descriptive statistics and to highlight the characteristics of box plots.