A Study on the Aspects of Social Justice in Korean Elementary Mathematics Textbooks
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.
Abstract
In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.
참고문헌 (14)
- Daher, D., "Values in the geometry and measurement unit of the Palestinian Grade six mathematics book", Journal of Beliefs & Values (2021)[DOI]
- D'Ambrosio, U., "Objectives and goals of mathematics education", Proceeding of the 3rd International Congress of Mathematics Education (1976), LINES CO
- D'Ambrosio, U., "The role of mathematics education in building a democratic and just society", For the Learning of Mathematics, 10(3), pp.20~23 (1990)
- Freire, P., "Pedagogy of the oppressed" (1970), Continuum Publishing Company
- Gwon, O. N., "Challenges and prospects of mathematics education for gender equality", Communications of Mathematical Education, 10(1), pp.417~440 (2000)
- Jurdak, M., "Social and political dimensions of mathematics education: Current thinking" (2016), Springer Nature
- Kim, Y. J, "Analysis of textbooks on social inequality", Master, pp.2006
- Lee, E. J, "A study on the textbook analysis of contents of mathematics for social justice in the curriculum of 2015", Master, pp.2019
- McNutt, J. G., "Technology, activism, and social justice in a digital age" (2018), Oxford University Press
- Moses, R. P., "Radical equations: Math literacy and civil rights" (2001), Beacon Press
- National Council of Teachers of Mathematics, "Curriculum and evaluation standards for school mathematics" (1989), Kyungmoonsa
- OECD, "PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy", pp.25~ (2013), OECD Publishing
- "A guide for integrating issues of social and economic justice into mathematics curriculum" (2007)[URL]
- Stinson, D. W., "Mathematics as ‘gate-keeper’ : Three theoretical perspectives that aim toward empowering all children with a key to the gate", The Mathematics Educator, 14(1), pp.8~18 (2004)