대학수학능력시험에서 그래픽 계산기 도입에 관한 고찰: 뉴질랜드 사례를 중심으로
Graphic Calculator and University Entrance Examination: The Case in New Zealand
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본 연구는 우리나라의 중등수학교육에 그래픽 계산기와 같은 CAS를 도입하고 대학수학능력시험에 그래픽 계산기의 사용을 허용하는 문제와 관련하여 뉴질랜드의 연구사례를 고찰하고자 설계되었다. 뉴질랜드 연구사례는 뉴질랜드의 2개 고등학교를 선정하여 실험집단과 비실험집단으로 나누어서 여러 형태의 테스트를 진행하며 이루어졌다. 연구사례를 통하여, 그래픽 계산기를 사용한 학생들은 기존의 기출문제 풀이에 있어서 쉽게 답을 구할 수 있는 중요한 이점을 갖는다는 것을 알 수 있었으며 이로 인하여 제기되는 형평성의 문제는 중립문제를 채택함으로써 공정성과 형평성을 해결할 수 있다는 것을 보여주었다. 한편 그래픽 계산기를 도입하기 위해서는 교육환경에 계산기의 보급이 우선적으로 지원 되어야 하고, 교사들에게는 CAS에 관한 교사교육이 선행됨으로써 교사들로 하여금 CAS 활용에 대한 전문성을 갖추고 그래픽 계산기와 관련하여 새로운 관점의 변화를 갖도록 하여야 할 것이다.
Abstract
This study is designed to investigate not only the issue of applying a graphics calculator in secondary mathematics education, but also to consider the use of a graphics calculator in university entrance examinations for the case study in New Zealand. The case study investigated whether the use of computer algebra systems (CAS), such as a graphics calculator, could provide a significant advantage to students sitting for the standard university entrance calculus examinations, in the case of New Zealand. The study focused on whether it is possible to set similar neutral questions in order to ensure a fair and equal standard in the examination paper. The results of the research showed that the calculators would probably provide a significant advantage for students. It is valuable to consider the use of a graphics calculator in the current mathematics education curriculum. Meanwhile, in order to adopt graphics calculators, supplementary resources should preferably be used in an educated environment. Also, teachers’ training on CAS should be provided first in order to get the professional knowledge for utilizing it, and giving them an alternative point of view on the graphics calculator.
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