초등학교 수학 교과서의 본 차시와 단원평가 간 연계 분석

Abstract

The purpose of this study is to analyze the alignment between main lessons and unit assessments in elementary school mathematics textbooks, and to derive meaningful implications for writing the unit assessments of mathematics textbooks. To do these, we investigated the related research, and from the viewpoints of contents and representations analyzed the alignment between main lessons and unit assessments of mathematics textbooks for the first and second graders in Korea since the 5th national curriculum. As a result of the analysis, there were many cases where alignment did not hold properly. To be more concrete, the learning contents that were not covered by the unit assessment, the contents of unit assessments that were not covered by the lesson, and the different representations between the main lessons and the unit assessments were extracted. From the discussion based on the results of analysis, several implications were drawn for composing the unit assessments of elementary school mathematics textbooks.