지속가능발전교육(ESD)을 위한 예비수학교사의 사회 비판적 모델링 수업 설계와 성찰

Abstract

Objectives This study is developing materials related to Education for Sustainable Development (ESD) and Lesson Plan connected to mathematics based on issues related to life to cultivate key concepts of mathematics and mathematical competencies. Methods This study is conducted as a part of development research in a mathematics teacher education course. Based on a comprehensive review of literature concerning Socio-critical modeling and ESD, this study identified the guiding principles and the methods on how to develop mathematics prospective teachers’ competencies of context levels to practice the SDGs. Results Prospective teachers were able to experience diverse social issues which they were unaware of in daily life. Pedagogical goals such as critical understanding of the surrounding world. A variety of controversial topics such as Climate Action. Practice-oriented teaching skills were improved. Conclusions Prospective teachers realized diverse social phenomena and mathematical connectedness through developing lesson plan in EDS-PBL. In addition, it is suggested that pre-service mathematics teachers should be given an opportunity to fully experience Socio-critical modeling which could lead to development of their creativity and creative teaching competency.