초등학교 쌓기나무 단원 지도 방안 탐색- 우리나라 초등학교 교과서와 미국의 MiC 교과서 비교 -

Abstract

Spatial sense has recently received much attention in primary school mathematics education. It seems that a growing interest is due to the findings of many research studies. Those research findings report that the students who have good spatial sense reach higher mathematics achievement than those students having poor one. The studies also suggest that students' spatial sense can be improved through appropriate learning activities. In accordance with the importance of spatial sense, the seventh national curriculum started to include teaching of spatial sense. The aim of this study is to examine the didactical background of building with blocks and to suggest implications for effective teaching that can be meaningful to students.In order to attain these purposes, the present paper discusses the definition of spatial sense and the relations between spatial sense and building with blocks. It also investigate the relationships between building with blocks and descriptive geometry. Subsequently, the present study attempts to compare lesson units in the Korean textbooks with MiC lesson units of building with blocks with respect to spatial visualization, spatial orientation, spatial reasoning, and types of contexts. Finally, the study offers several suggestions for improving teaching building with blocks. The suggestions are as follows: providing problem situations to enhance spatial orientation ability, offering challenging problems for higher-order spatial reasoning with respect to building with blocks, providing students with diverse realistic contexts relating to the origin and application of descriptive geometry.