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초등학교 3-4학년군 사회 및 과학 교과서에서 수학 교육과정의 학습 내용이 제시되는 양상 분석

Analysis of the presentation of mathematics curriculum in social studies and science textbooks for elementary school 3rd and 4th graders

성지현|박지현
한국수학교육학회|2024.11|수학교육 (The Mathematical Education)|제63권 제4호|pp. 675-706|DOI https://doi.org/10.7468/mathedu.2024.63.4.675

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키워드

과학 교과서수학 교과서Science textbook교육과정 연계Mathematics textbook사회 교과서2015 개정 초등학교 수학과 교육과정2015 revised mathematics curriculum for elementary schoolSocial studies textbookCoherence between curricula

초록

본 연구의 목적은 초등학교 3–4학년군 사회 및 과학 교과와 수학 교과 내용 간에 학습 시기 및 내용적 관점에서 연계성이 확보되었는지 살펴보는 것이다. 이를 위해 2015 개정 초등학교 교육과정에 따른 3–4학년군 사회과 및 과학과 교과서에 나타난 수학 개념이 학년-학기별로 활용되는 양상을 분석하고, 사회과 및 과학과 교과서에 나타난 수학 개념이 수학과에서 다루는 방식이나 수준에 어떤 차이가 있는지(변형・심화)를 살펴보았다. 연구 결과, 수학 교과보다 사회/과학 교과에서 활용되는시기가 더 빠른 ‘역행’ 개념이 나타났으며, ‘음수’와 같이 중학교에서 다루는 수학 개념이 활용되는 경우도 있었다. 뿐만 아니라 수학과에서 다루는 것과 다른 방식으로 변형하거나 수준이 심화된 개념도 확인되었으며, 수학과에서 다루지 않는 개념인방사형 그래프를 활용하는 경우도 나타났다. 교과 간 교수학습의 연계성 강화를 위해서는 수학과 교육과정에서 명확한 용어정의가 요구되고, 교육과정 및 교과서 개발 시 교과 교육과정 간 연관 개념에 대한 면밀한 검토 및 안내가 필요하다.

Abstract

The purpose of this study is to examine the coherence between the content and timing of mathematics curriculum in social studies and science textbooks for elementary school grades 3–4 from both educational and substantive perspectives. For this study, we analyzed how mathematical concepts presented in social studies and science textbooks for grades 3–4, following the 2015 revised elementary school curriculum, are utilized across grade levels and semesters. We also examined differences in how these mathematical concepts, as they appear in social studies and science textbooks, are approached or deepened compared to their treatment in mathematics. The study revealed that concepts considered “reversal” in social studies and science textbooks often appear earlier than in mathematics curriculum. There were instances where concepts typically covered in middle school mathematics, such as ‘negative numbers’, were also utilized. Moreover, we identified concepts that are presented in a modified or advanced manner compared to their treatment in mathematics, and instances where concepts not typically covered in mathematics, such as radial graphs, were utilized. Based on these results, it was concluded that a clear definition of concepts is needed in the mathematics curriculum, and that close review and guidance on related concepts between subject curricula are needed when developing curriculum and textbooks.

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