덧셈과 뺄셈의 어림셈 지도 방식에 대한 다차원 교육과정적 관점에서의 논의 = A discussion from a multi-dimensional curriculum perspective on how to instruct the computational estimation of addition and subtraction

다국어 초록 (Multilingual Abstract)

In this study, how to instruct the computational estimation of addition and subtraction was considered from the perspective of a 'intended-written-implemented' multi-dimensional curriculum. To this end, the 2015 revised elementary school mathematics curriculum as a intended curriculum and the 2015 revised first∼sixth grade textbook as a written curriculum were analyzed with respect to how to instruct the computational estimation of addition and subtraction. As an implemented curriculum, a research study was conducted in relation to the method of instructing teachers about the computational estimation of addition and subtraction. As a result, first, it is necessary to discuss how to develop the ability to estimate and set it as a teaching goal and achievement standard in a separate curriculum to instruct it with learning content. Second, it is necessary to provide an opportunity to learn about various estimation methods by presenting specific activities so that students can learn the estimation itself in a separate operation method. Third, in order to improve the computational estimating ability of addition and subtraction, contents related to the computational estimation need to be included in the achievement criteria, and discussions on the expansion of the areas, and the diversification of the instructing time will be needed.

국문 초록 (Abstract)

본 연구에서는 의도-작성-실행된 교육과정이라는 일련의 다차원 교육과정적 관점에서 초등 수학의 연산 중 기본이되는 덧셈과 뺄셈의 어림셈 지도 방식에 대하여 논의하였다. 실행된 교육과정에서 출발하여 작성-의도된 교육과정의상향식 피드백 방식으로 덧셈과 뺄셈의 어림셈 지도에 대한 교수⋅학습 방법 면에서의 쟁점 사항을 파악하고 이를 개선하기 위한 시사점을 도출하였다.

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