초등학교 교육과정에 제시된 자연수 개념의 지도 내용 분석
The Analysis on the textbook Contents about the Natural number Concepts in the Korean National Elementary Mathematics Curriculum
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The purpose of this research is to analyze the textbook contents about the natural number concepts in the Korean National Elementary Mathematics Curriculum. Understanding a concept of natural number is crucial in school mathematics curriculum planning, since elementary students start their basic learning with natural number system. The concepts of natural number have various meaning from the perspectives of pedagogical research, and the philosophy of mathematics. The natural number concepts in the elementary math curriculum consist of four aspects; counting numbers, cardinal numbers, ordinal numbers, and measuring numbers. Two research questions are addressed; ⑴ How are the natural number concepts focusing on counting, cardinal, ordinal , measuring numbers are covered in the national math curriculum? ; ⑵ What suggestions can be made to enhance the teaching and learning about the natural number concepts? Findings reveal that ⑴ the national mathematics curriculum properly reflects four aspects of natural number concepts, as the curriculum covers 50% of the cardinal number system; ⑵ In the aspect of the counting number, we hope to add the meaning about 'one, two, three, ……, and so on' in the Korean Mathematics curriculum. In the ordinal number, we want to be rich the related meaning in a set. Further suggestions are made for future research to include them ensuing number in the curriculum.
Abstract
The purpose of this research is to analyze the textbook contents about the natural number concepts in the Korean National Elementary Mathematics Curriculum. Understanding a concept of natural number is crucial in school mathematics curriculum planning, since elementary students start their basic learning with natural number system. The concepts of natural number have various meaning from the perspectives of pedagogical research, and the philosophy of mathematics. The natural number concepts in the elementary math curriculum consist of four aspects; counting numbers, cardinal numbers, ordinal numbers, and measuring numbers. Two research questions are addressed; ⑴ How are the natural number concepts focusing on counting, cardinal, ordinal , measuring numbers are covered in the national math curriculum? ; ⑵ What suggestions can be made to enhance the teaching and learning about the natural number concepts? Findings reveal that ⑴ the national mathematics curriculum properly reflects four aspects of natural number concepts, as the curriculum covers 50% of the cardinal number system; ⑵ In the aspect of the counting number, we hope to add the meaning about 'one, two, three, ……, and so on' in the Korean Mathematics curriculum. In the ordinal number, we want to be rich the related meaning in a set. Further suggestions are made for future research to include them ensuing number in the curriculum.
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