2015개정교육과정 분수의 덧셈과 뺄셈에 관한 수학 교과서 및 익힘책 분석

Abstract

Mathematical problems in textbooks play a critical role to determine the quality of opportunity to learn. In this study, we analyzed fraction addition and subtraction units in the mathematics textbooks for the fourth and fifth grades to examine what opportunities students might have through learning the units. Problems or tasks in textbooks were analyzed in three phases: contextual features, problem-solving situations, and mathematical activities. The findings of this study showed that problems with representations were the most frequent type, and problems with real-world context were provided about 20% in fraction addition and subtraction. Regarding problem-solving situations, ‘part-part-whole’ in addition of fraction and ’separate‘ types in subtraction of fraction were dominant respectively whereas there was a lack of problem types based on problem-solving situations. Moreover, the majority of the problems with real-world contexts consisted of the easiest problems. Lastly, the general pattern of mathematical activities in the primary tasks emerged: ‘confirming the problem’, ‘predicting’, ‘investigating’, ‘finding the solution’, ‘explaining and justifying’. However, emphasized mathematical activities varied depending on common denominators or uncommon denominators. Based on these results, Implications for developing mathematics textbooks were drawn.