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교과서 실생활 문제 분석 - 미국 Precalculus 교과서를 중심으로 -
Analyzing Contexts Used in Textbook Problems - A Case of Precalculus - 원문보기

Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.30 no.3, 2016년, pp.295 - 308  

노지화 (Pusan National University)

초록
AI-Helper 아이콘AI-Helper

본 논문은 수학 교과서에 사용되는 실생활 관련 문제들에서 '사람의 존재 (Human presence)' 가 얼마만큼 실제적 또는 현실적으로 묘사되는지를 조사한 연구이다. 연구에 사용된 교과서는 미국 동부 지역 고등학교 Precalculus 수업에 많이 이용되는 Addison Wesley에서 출판된 Precalculus: Graphical, Numerical, Algebraic, Seventh Edition (2006) 이다. 본 논문에서는 실생활 관련 문제에서의 '사람의 존재 (Human presence)' 유무와 특성을 분석하기 위해 개발된 분석틀과 이 분석틀을 사용하여 분석한 결과들을 소개하고 시사점을 제언한다.

Abstract ▼ AI-Helper 아이콘AI-Helper

In order to determine the message that is communicated to students about people who use math, this study analyzes contexts, human presence in particular, used in problems presented in a U. S. high school mathematics textbook. A framework was developed to analyze the human presence and was used to de...

주제어

#맥락적 상황   #사림의 존재   #고등학교 수학  

AI 본문요약
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* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.

제안 방법

  • An analytic framework in form of flowchart was devised to analyze the human presence and was used to determine both the degree to which humans are present in the curriculum as well as characteristics of the present humans. A main contribution of this study may be for future research, including Korean research studies, that could apply this framework to analyze the human presence in textbooks in different mathematical domains or other components of a textbook. For instance, textbooks often include sections titled something similar to “Math at Work” or “Math Story”, which feature real humans in math-related careers.
  • After the framework was developed and before assigning final codes to each exercise, the researcher worked with a second coder to determine reliability of the framework.
  • Once she felt confident in using the framework, both coders worked together to code a subset of five exercises. Once agreement was met on these five exercises, the second coder independently coded every five problems within the section that the researcher had already coded. The second coder’s codes were then compared with the researcher’s codes.
  • This study did not make use of comparison methodology, therefore it was left to the author to make determinations on the adequacy of the human presence within this curriculum. A future replication of this study could investigate other precalculus curricula by applying this framework for analyzing human presence.

대상 데이터

  • Of the 1,033 exercises coded for this study, the reader is only introduced to a total of five humans in math-related careers. These careers include three surveyors, one researcher, and one historical French physicist. Under this curriculum, students seem to have little opportunity to be introduced to math-related careers.
본문요약 정보가 도움이 되었나요?

참고문헌 (23)

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  2. Aughinbaugh, A. (2012). The effects of high school math curriculum on college attendance: Evidence from the NLSY97. Economics of Education Review, 31, 861-870. 

    상세보기 crossref

  3. Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make mathematics more "real"? For the Learning of Mathematics, 13(2), 12-17. 

  4. Common Core State Standards Initiative. (2010). The common core state standards for mathematics. Washington DC: National Governors Association Center for Best Practices and Council of Chief State School Officers. 

  5. Coles, A. (1998). TRIO achievers: The promise of the future. Journal of Negro Education, 67(4), 432-444. 

    상세보기 crossref

  6. Coles, A. S. (1999). School to college transition programs for low income and minority youth. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education. 

  7. College Board. (2006). College Board Standards for College Success: Mathematics and Statistics. New York. 

  8. Demana, F. D., Foley, G. D., Waits, B. K., & Kennedy, D. (2006). Precalculus: Graphical, numerical, algebraic. (7th ed.). Boston, MA: Addison Wesley. 

  9. Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press. 

  10. Ernest, P. (2010). Why teach mathematics? Professional Educator, 9(2), 44-47. 

  11. Fenske, R. H., Geranios, C. A., Keller, J. E., & Moore, D. E. (1997). Early intervention programs: Opening the door to higher education. ASHE-ERIC Higher Education Report, 25(6). 

  12. Freeman, K. (1999). Increasing African Americans' participation in higher education: African American high school students' perspectives. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education. 

  13. Gullatt, Y., & Jan, W. (2003). How do pre-collegiate academic outreach programs impact college-going among underrepresented students? Washington, DC: The Pathways to College Network. 

  14. Hayward, G. C., Brandes, B. G., Kirst, M. W., & Mazzeo, C. (1997). Higher education outreach programs: A synthesis of evaluations. University of California: Policy Analysis for California Education (PACE). 

  15. Herbel-Eisenmann, B. A. (2007). Examining the "voice" of a mathematics textbook: How does it construct the reader and portray mathematical knowledge? Journal for Research in Mathematics Education, 38(4), 344-369. 

  16. Hudson Hull, S., & Seeley, C. L. (2010). High school to postsecondary education: Challenges of transition. Mathematics Teacher, 103(6), 442-445. 

  17. Li, Y. (2000). A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. Journal for Research in Mathematics Education, 31, 234-241. 

    상세보기 crossref

  18. Moreno, S. E., & Muller, C. (1999). Success and diversity : The transition through first-year calculus in the university. American Journal of Education, 108(1), 30-57. 

    상세보기 crossref

  19. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. 

  20. Polman, J. L., & Miller, D. (2010). Changing stories: Trajectories of identification among African American youth in a science outreach apprenticeship. American Educational Research Journal, 47(4), 879-918. 

    상세보기 crossref

  21. Steen, L. A. (2001). Twenty questions about precalculus: Rethinking the Preparation for Calculus. Washington, DC. 

  22. Sullivan, P., Zevenbergen, R., & Mousley, J. (2002). Contexts in mathematics teaching: Snakes or ladders? In B. Barton, K. C. Irwin, M. Pfannkuch & M. Thomas (Eds.), Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia, Auckland, pp. 649-656. 

  23. Van de Walle, J. (2004). Elementary and middle school nathematics: Teaching developmentally. Boston, Massachusetts: Allyn and Bacon. 

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