사회비판적 모델링 수업이 초등학생들의 수학에 대한 인식 및 토론 양상에 미치는 영향
The effects of social critical modelling classes on elementary school students' perception of mathematics and discussion patterns
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이 연구의 목적은 사회비판적 모델링 수업이 초등학교 학생들의 사회비판적 수학의 역할에 대한 인식의 변화에 미치는 영향을 분석하는 것이다. 수학교육은 우리가 일상에서 활용하는 수학을 이해하고 대응할 수 있는 역량을 기르는것을 포함한다. 우리나라의 많은 초등학교 학생의 경우 수학을 왜 배워야 하는지에 의구심을 갖고 있으며, 국제평가인 PISA나 TIMSS에서 한국 학생은 정의적 영역이 매우 부정적으로 나타나고 있다. 연구자들은 사회비판적 모델링수업이 학생들의 수학에 대한 인식과 태도에 영향을 줄 것으로 생각하고, 초등학교 6학년 학생 20명을 대상으로 사회비판적 모델링 수업을 진행하였다. 자료의 수집과 분석은 Strauss & Corbin(2014)의 근거이론을 바탕으로 수업 중학생들의 말과 행동, 활동지, 면접을 통해 귀납적으로 분석하였다. 연구 결과, 사회비판적 모델링 수업에서 학생들은다양한 시각에서 비판적 관점을 보여주었으며, 사회비판적 인식을 높이고 수학에 대한 역할을 재인식하도록 하였다.
Abstract
The purpose of this study is to analyze the impact of a socio-critical modelling class on students' perception of the role of socially critical mathematics. Mathematics education involves cultivating the ability to understand and respond to the mathematics we use in our daily lives. Many elementary school students in Korea have doubts about why they need to learn mathematics, and in international assessments such as PISA and TIMSS, Korean students' affective dimensions are shown to be very negative. Researchers believed that a socio-critical modelling class would have an impact on students' perceptions and attitudes toward mathematics, and conducted a socio-critical modelling class for 20 sixth-grade elementary school students. Data collection and analysis were conducted inductively through students' words and actions during class, activity sheets, and interviews, based on the grounded theory of Strauss & Corbin (2014). As a result of the study, the socio-critical modelling class increased students' social critical awareness and made them re-aware of the role of mathematics.
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