수학적 융합 역량의 의미 분석

Abstract

Objectives The purposes of the study were to investigate the meaning of ‘mathematical convergence competency’ and derive its sub-elements to embody the understanding of the concept of ‘mathematical convergence competency’.
 Methods This study was conducted by collecting and analyzing research papers and literatures including mathematics curriculum and textbook on mathematical connectivity and convergence competency. Through the analysis of the collected data, the definition of ‘mathematical convergence competency’ was developed and its sub-elements were derived, and instructional examples were presented to help understand the sub-elements.
 Results ‘Mathematical convergence competency’ could be largely divided into internal mathematical convergence competency and external mathematical convergence competency. The internal mathematical convergence competency consisted of three sub-elements: ‘knowledge (conceptual knowledge, procedural knowledge), ‘content area and theme(horizontal structure, vertical structure)’, and ‘expression and form(alternative representation, equivalent representation)’, and the external mathematical convergence competency consisted of two sub-elements: ‘context(the history of mathematics, real life extraction, real life application)’ and ‘other subjects’.
 Conclusions Although interest in convergence competency in mathematics education is increasing, the concept of ‘mathematical convergence competency’ is not clear, and guidance on teaching-learning methods to develop students’ mathematical convergence competencies is insufficient. Therefore, in this study, we tried to develop the definition of ‘mathematical convergence competency’ and the sub-elements through literature analysis, and provided instructional examples to help understand the sub-elements. This will help determine the direction and focus of teaching and learning methods that can improve students’ mathematical convergence competency by enabling detailed approaches to ‘mathematical convergence competency’, and construct a specific evaluation framework for evaluate students’ ‘mathematical convergence competency’.