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프로젝트 2061 관점에서 본 역대 초등학교 수학 교과서 종적 분석
신항균 ( Sihn¸ Hanggyun ),최혜령 ( Choi¸ Hyeryung ) 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.4
Textbooks are teaching tools that provide the necessary information for school classes according to the curriculum. The dependence on textbooks in our country's school classes is very high, and textbooks have an important impact on the success of the classes. Mathematics textbooks for elementary schools in Korea are set to be used in 2022. At this point, an insightful analysis of the changes in state-authored textbooks is needed. However, a recent analysis of longitudinal studies of elementary school mathematics textbooks showed that most prior studies looked at changes around specific areas of content in textbooks. Therefore, this study analyzed the history of elementary school mathematics textbooks from the overall perspective by utilizing the textbook analysis method of Project 2061, which was developed by AAAS. As a result, the average scale of the nation's history of elementary school mathematics textbooks continued to rise according to the number of curricula, and it was confirmed that the current 2015 revised textbooks reflect the most evenly 'Identifying a sense of purpose, Building on student idea about mathematics, Engaging students in mathematics, Developing mathematical ideas, Promoting student thinking about mathematics, Assessing student progress in mathematics.' In addition, the average reading of previous textbooks showed a sharp rise after the seventh textbook, a period when constructivism was reflected in textbooks. When considering the direction of changes in textbooks according to the assessment area, it could be seen that Ⅰ, Ⅱ, Ⅲ and Ⅳ areas were the perspective of traditional textbooks and were consistently well reflected from the first to the present. Given that the average of the scales of Ⅴ, Ⅵ and Ⅶ areas has soared since the seventh textbook, future textbooks are expected to develop into more emphasized forms of Ⅴ, Ⅵ and Ⅶ areas.
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초등학교 교사의 수학 교수학적 지식과 수학 불안감 사이의 상관관계 분석 연구
김리나 ( Rina Kim ),신항균 ( Hanggyun Sihn ) 서울교육대학교 초등교육연구원 2015 한국초등교육 Vol.26 No.3
The aim of the study presented in this paper was to explore the relationship between South Korean elementary teachers` mathematical knowledge for teaching (MKT) and their mathematics anxiety. A paired t-test and simple regression analysis are applied to examine elementary teachers` knowledge for teaching mathematics that may influence their mathematics anxiety. Findings of this study suggest that there is a positive correlation between the teachers` mathematical knowledge for teaching mathematics and their positive insights toward mathematics. However, there is a little affect of the increasement of teachers` mathematical knowledge for teaching mathematics on reducing their negative perspectives toward mathematics. The results of this quantitative study help our understanding of the relationship between South Korean elementary teachers’ knowledge for teaching mathematics and their mathematics anxiety, which have a deep impact on their teaching practice.
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