좋은 수학 과제의 의미와 개발 원리
Designing meaningful tasks for school mathematics
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초록
본 연구는 좋은 수학과제의 의미와 좋은 수학과제 개발 원리를 도출하였다. 이를 위해 수학과제의유형에 관한 선행연구를 분석하였고, 이러한 과제들을 설계하는 데 고려하고 준수해야 할 주요교수 학습 이론들을 검토하였다. 이러한 분석 결과를 토대로 수학과제의 유형과 설계 방향을 도출하여, 좋은 수학과제를 누구나 참여하여 수학적 탐구가 가능한 개방형 협력과제라고 정의하였다. 이러한 좋은 수학과제를 구체적으로 개발하는 지침으로서 다양한 표현, 추측, 풀이가 가능한 열린과제, 다양한 수준의 학생을 고려한 낮은 문턱, 높은 천장의 과제, 학생의 의사결정 및 자기주도성을허용하는 과제, 탐구 기회가 제공되는 과제, 상호작용과 협력을 촉진하는 과제, 수학적 연결성을형성하는 과제 등의 6가지 개발 원리를 제안하였다.
Abstract
This study derives the meaning of a meaningful math task and the principle of developing a meaningful math task. To this end, prior studies on the types of mathematical tasks were analyzed, and major teaching and learning theories to be considered and observed in designing these tasks were reviewed. Based on the results of this analysis, the type and design direction of the mathematical task were derived, and it was defined as an open cooperative task that allows anyone to participate in a meaningful mathematical task. Six development principles were proposed as guidelines for specifically developing these meaningful math tasks: various expressions, open tasks that can be guessed and solved, low thresholds considering students at various levels, high ceiling tasks, tasks that allow students to make decisions and self-direction, tasks that provide opportunities to explore, tasks that promote interaction and cooperation, and tasks that form mathematical connectivity.
참고문헌 (17)
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