융복합 수업 설계 및 시연에서 수학의 특성과 역할에 대한 예비교사들의 인식 변화

Abstract

Recently, convergence education has expanded with competency-oriented education under the banner of fostering creative and fusion competence. This study investigated how math, Korean language, and science preservice teachers recognized the characteristics of mathematics and the role in convergence classes during designing and demonstrating secondary levels of convergence classes. The study used a Language Network Analysis of how math preservice teachers and other subjects’ preservice teachers came to think about the characteristics of math and its role in a situation where math is integrated with other subjects. As a result, math preservice teachers were more likely to recognize the characteristics of mathematics as problem solving after designing and demonstrating a convergence class, before which the characteristics of mathematics were perceived primarily as logical. In addition, the characteristics of mathematics perceived by other subject preservice teachers became more meaningful and diverse afterwards through the convergence classes. Before the convergence class, math preservice teachers did not clearly predict the role of mathematics in the convergence class, but later realized that the class required situation-solving and analysis-interpretation, indicating that the role of mathematics in the convergence class could be applied in relation to its characteristics. The results of the study showed that math preservice teachers have an opportunity to look at math objectively and in the meta level through the creation and planning of convergence classes, and that those in other subjects have a chance to learn by recognizing the characteristics of math meaningfully. In addition, it was suggested that it would be helpful to discuss the characteristics and roles of teaching in the beginning with regard to the design of the convergence class, and that the inclusion of math allows for a problem-solving and modeling approach. Finally, the study argues that convergence classes can be an important driving force in competency-driven education.