5-6학년군 수학 교과서에 제시된 과제의 인지적 노력 수준과 발문 유형 분석

Abstract

Objectives The purposes of this study were to analyze the levels of cognitive demand and questioning types in textbook tasks presented in grade 5 and 6 mathematics textbooks.
 Methods In order to do this, grade 5 and 6 mathematics textbooks in the revised 2015 curriculum were selected and the levels of cognitive demand and questioning types, answer types, and response types in the textbook tasks were analyzed. In addition, types of sub-questions in high-level tasks were also analyzed.
 Results The results of this study showed that in both grade 5 and 6 mathematics textbooks the percentage of tasks requiring mathematical reasoning was the highest and the percentage of problem solving tasks was the lowest, and the percentage of high-level tasks was considerably low. Also, the analysis of types of sub-questions of high-level tasks showed that the percentage of reasoning questions were the highest, followed by the percentage of factual questions.
 Conclusions The results indicate that the increase of opportunities to learn to develop students’ mathematical thinking is necessary by implementing tasks requiring a variety of the breadth and depth of cognitive complexity evenly. It also suggests that attention should be paid not to lower the cognitive level of the task when constructing the sub-questions of high-level mathematical task.