언어네트워크분석을 이용한 수학과 교육과정의 핵심역량 발현 연구
A Study on the Expression of Core Competencies in the Mathematics Curriculum Using Semantic Network Analysis
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This study dealt with the core competencies and the relationship between these core competencies that are important in the math curriculum after the 7th mathematics curriculum through text mining analysis as semantic network analysis. As a result of the analysis focusing on the 2015 revised mathematics curriculum, 4 core competency keywords and 6 keywords with high frequency were combined to compare the difference in frequency and the relationship in mathematics curriculum after the 7th mathematics curriculum. In particular, the analysis was conducted focusing on the keywords of problem-solving, which showed a high frequency in the four mathematics curriculum, and focusing on the status of problem-solving in each curriculum and the relationship between problem-solving. Compared with other curriculum, it was found that the relationship between ‘problem solving’ and ‘evaluation’ was much more complicated in the 2015 revised mathematics curriculum. It can be seen that the importance of evaluation as well as the importance of 'problem-solving' as a subject matter and key term is gradually recognized as important. These results suggest that continuous research and development is needed not only for ‘problem solving’ but also for ‘evaluation’ in the future curriculum composition and school field.
Abstract
This study dealt with the core competencies and the relationship between these core competencies that are important in the math curriculum after the 7th mathematics curriculum through text mining analysis as semantic network analysis. As a result of the analysis focusing on the 2015 revised mathematics curriculum, 4 core competency keywords and 6 keywords with high frequency were combined to compare the difference in frequency and the relationship in mathematics curriculum after the 7th mathematics curriculum. In particular, the analysis was conducted focusing on the keywords of problem-solving, which showed a high frequency in the four mathematics curriculum, and focusing on the status of problem-solving in each curriculum and the relationship between problem-solving. Compared with other curriculum, it was found that the relationship between ‘problem solving’ and ‘evaluation’ was much more complicated in the 2015 revised mathematics curriculum. It can be seen that the importance of evaluation as well as the importance of 'problem-solving' as a subject matter and key term is gradually recognized as important. These results suggest that continuous research and development is needed not only for ‘problem solving’ but also for ‘evaluation’ in the future curriculum composition and school field.
참고문헌 (28)
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