수학 내적 연결 관점에 따른 3차 교육과정 및 교과서의 현대적 재조명

Abstract

This study aims to derive pedagogical implications from a modern perspective on the internal connections of mathematics by analyzing the connection methods found in the 3rd elementary school curriculum and textbooks, using the conceptual connection elements extracted through the comparison with the 2022 revised curriculum as an analytical framework. Compared to the 2022 revised curriculum, the 3rd curriculum showed stronger internal connections in both constitutive method aspects and relational content aspects, having a total of 17 conceptual connection elements. The vertical connection was reflected in one-to-one correspondence relation, relation between divisors and multiples, relation between fractions and decimal fractions, inclusion relation, and equivalence relation, etc, while the horizontal connection appeared in one-to-one correspondence relation, relation between fractions and decimal fractions, equivalence relation, and etc. In order to emphasize connection in the curriculum, content domains emphasizing internal connections are constructed or conceptual connection elements are introduced across several domains and units so that a concept is learned from multiple perspectives in different domains and in stages over grades.