초등학교 수학 지도를 위한 이중수직선의 활용 방안 탐색

Abstract

Although the double number line is regarded as a useful teaching tool not only for the proportional reasoning but also for the content domain of ‘number and operation’ in elementary school mathematics, it is hard to find it in Korean elementary school mathematics textbooks. This study aims to explore the principles for representing a double number, the advantages of using it, and several problems caused by dealing with it and their solutions, and to design specific plans to apply the double number line to elementary school mathematics. To do these, various related researches were reviewed. Moreover the elementary school mathematics textbooks of Japan, Taiwan and Singapore were analyzed. Based on the results, we extracted the applicable contents of double number lines and suggested specific applicable plans for their teaching practice in Korean elementary school levels. Four of them were applied to 4th grade and 6th grade elementary school students and the results were analyzed qualitatively to draw out implications for effective application of the double number line.