초등교사의 수학과 교육과정 재구성 경험에 대한 연구

Abstract

This study analyzed the experience of reorganizing the curriculum of four elementary school teachers who continuously realize the mathematics curriculum, found out how to develop teachers' professionalism and reorganize the curriculum through mathematics curriculum restructuring, and sought implications for fostering professional teachers. Participants in the study were selected as teachers who understood mathematics and curriculum well among incumbent teachers and had extensive experience in reorganizing mathematics and curriculum. The data collection was conducted in a total of three rounds, and the results of the case study of four people are as follows. First, the textbook-based class resulted in a 'decrease in interest' and 'underachievement standards', and the necessity of reorganizing the curriculum was recognized. However, although the reasons for implementing the curriculum reorganization were different, the driving force behind the attempt to reorganize the curriculum seems to be the high knowledge of the content of the math subject and the literacy in the mathematics and curriculum. Second, the factors that sustain the curriculum restructuring were positive feedback from students and teacher research activities. It was confirmed that teachers with expertise are the main ones who run teacher research groups and grow their professionalism through them. Third, the method of reorganizing the curriculum was different. Each teacher's goal was the same, but there was a difference in the basic philosophy of the method and approach, and it seems to have contributed to determining how to reconstruct textbooks. Fourth, in the survey of difficulties in reorganizing the curriculum, lack of time and confidence in reorganizing the curriculum were confirmed as teacher factors. In addition, student factors such as individual deviations and personal characteristics among students were also found to be important difficulties, which were not found in previous studies. Fifth, in order to revitalize the curriculum restructuring, overall support is needed to establish an educational environment. In particular, training for curriculum literacy and sharing and dissemination of cases of curriculum restructuring are required.