국제 비교연구를 통해서 본 우리나라 초등 수학교육의 현황

Abstract

The purpose of the present study is to understand the condition of Korean elementary school mathematics, based on the results of international comparison studies. To do this, this study investigated Korean fourth graders' mathematics achievement revealed in the Third International Mathematics and Science Study (TIMSS), students' and parents' attitudes and expectancy about mathematics, and teacher-related variables about mathematics teaching and learning. The results showed that Korean fourth graders performed significantly higher mathematics achievement than the other participating countries except Singapore. For instance, it was noted that the achievement difference was revealed in learning mathematics between Korean fourth graders and the average international fourth graders including the United States. Differently from Korean students' high achievement in mathematics, however, it was shown that their attitude toward mathematics and mathematics learning was negative. With respect to teacher-related factors, it seems that Korean elementary school teachers' teaching practice in mathematics is positively related to students' high mathematics achievement. Finally, the results of the study suggest that the strengths of Korean elementary school mathematics regarding their high achievement are mainly rooted in the well-organized mathematics curriculum and the high quality of teachers' teaching practice in mathematics. This study implies that Korean students' negative attitude toward mathematics needs to be improved.