특수교육 초등 수학과의 교과서 삽화 분석 연구

Abstract

Objectives It is to systematically analyze the mathematics textbook’s illustrations of special education elementary schools and present basic data on textbook’s illustrations related to future textbook development.
 Methods The subject of analysis is six books of special education elementary mathematics textbooks developed according to the 2015 special education curriculum. A total of 1,586 pages were analyzed using an analysis tool. The analysis tool is an analysis framework consisting of formal parts (number of illustrations, type, size, arrangement, clarity) and content parts (illustration role, suitability, and content consistency) of textbook illustrations.
 Results First, the average number of illustrations was 1.65 per page, and paintings were the most common type. As for the size, “2/3” was the most common in the 1st-2nd grades, and “1/2” was the most common in the 3rd-4th and 5-6th grades. By placement, “center” was the most common in the 1st-2nd graders, while “above” was the most common in the 3rd-4th graders and 5-6th graders. The clarity was very high. Second, as for the role of illustration, “activity guidance” was the most common in the 1st-2nd graders, and “data provision” was the most common in the 3rd-4th and 5-6th graders. Illustration suitability had the most essential functions. Content consistency was very high.
 Conclusions This study can be used as useful basic data for mathematics textbook’s illustrations being developed in accordance with the 2022 special education curriculum. In this study, it was suggested to increase the budget related to illustrations, present various illustration types, improve clarity, and provide training.