초등수학 교육과정 재구성에 대한 현장 실태 조사

Abstract

The purpose of this study is to understand how elementary school teachers recognize and practice mathematics curriculum reconstruction. To this end, 100 general elementary school teachers belonging to A Metropolitan City were selected. In addition, 54 additional teachers who completed an advanced math education course at the University of Education or with a master's degree or higher in mathematics education were selected to study a total of 154 people. It was intended to identify the differences and characteristics between the three groups, that is, general teacher groups, deepening and major groups, and non-deepening and major groups. The analysis results of the data are as follows. First, interest in math education and mathematics curriculum was found to be quite high in all three groups. It was also very high in the general teacher group referring to the curriculum in math classes. Second, the method of reconstructing the introduction of unit, unit evaluation, and problem-solving session, which are specialized in mathematics textbooks, was different. It was found that the majority of the introduction of the unit omitted or compressed the contents. The percentage of teachers teaching according to the guidance of the guide was 12%. On the other hand, the unit evaluation had the highest rate of adding content. On the other hand, the highest percentage of problem-solving was guided according to the guidebook. Third, 75% of teachers responded to ‘yes’ and ‘very yes’ to the question of the necessity of reorganizing the mathematics and curriculum, and the rest were not. In this study, the frequency of teachers reorganizing mathematics and curriculum was the most common once or twice a month. Fourth, the areas that reconstruct the mathematics and curriculum are in the order of numbers and calculations, shapes, data and possibilities, and a small number responded in the rest of the areas. As the first factor considered in the reconstruction, 'interest and interest in learning' showed the highest percentage of responses regardless of the area. Fifth, as for the main reason for reorganizing the elementary mathematics curriculum, ‘for interest and interest in math learning’ was the top priority. Next, ‘excess of learning content' and ‘because of my own teaching method that I think is effective' were selected.