[논문]수학교육에서 계산적 사고(Computational Thinking)의 의미 및 연구 동향 탐색

신동조; 고상숙

doi:10.7468/mathedu.2019.58.4.483

[국내논문] 수학교육에서 계산적 사고(Computational Thinking)의 의미 및 연구 동향 탐색
A study on investigation about the meaning and the research trend of computational thinking(CT) in mathematics education 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.58 no.4, 2019년, pp.483 - 505

신동조 (단국대학교) , 고상숙 (단국대학교)

초록
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세계적으로 계산적 사고를 학교 교육과정에 통합하려는 움직임이 일고 있고, 수학교과는 이러한 움직임의 핵심이 되고 있다. 본 연구에서는 Jeannette Wing의 주장과 선행연구를 바탕으로 계산적 사고와 수학적 사고 간의 관계를 분석하였고 계산적 사고를 수학교과에 통합한 국내외 연구를 종합적으로 검토하였다.

Across the world, there is a movement to incorporate computational thinking(CT) into school curricula, and math is at the heart of this movement. This paper reviewed the meanings of CT based on the point of view of Jeanette Wing, and the trend of domestic and international studies that incorporated CT into the field of mathematics education was analyzed to provide implications for mathematics education and future research. Results indicated that the meaning of CT, defined by mainly computer educators, varied in their operationalization of CT. Although CT and mathematical thinking generally have common points that are oriented toward problem solving, there were differences in the way of abstraction that is central to the two thinking processes. The experimental studies on CT in the field of mathematics education focused mainly on the development of students' cognitive capacities and affective domains through programming(coding). Furthermore, the previous studies were mainly conducted on students in school, and the studies conducted in the context of higher education, including pre-service and in-service teachers, were insufficient. Implications for mathematics teacher educators and teacher education as well as the relationship between CT and mathematical thinking are discussed.

주제어

표/그림 (9)

그림 [Fig. 1] Similarities and differences between CT and mathematical thinking(MT)
표 [Table 1] Barr, Stephenson's(2011, p. 52) framework for CT in computer science and mathematics
표 [Table 2] Weintrop et al.'s(2016, p. 135) framework for CT practices in mathematics and science education
표 [Table 3] Perez's (2018) theoretical framework for CT disposition in mathematics education
표 [Table 4] Research studies that used programming(coding) as an instructional intervention
표 [Table 5] Research studies that used Robotics as an instructional intervention
표 [Table 6] Research studies that used non-programming(coding) computing tools as an instructional intervention
그림 [Fig. 2] Lattice Land used in Pei et al.'s(2018) study
표 [Table 7] Research studies that used non-computing tools as an instructional intervention

질의응답

핵심어	질문	논문에서 추출한 답변
	Wing이 주장하는 CT는 무엇인가?	Wing의 자동화는 추상화된 개념들을 해석할 수 있도록 컴퓨터 등을 통해 작동시키는 것을 의미한다. 종합하면,Wing의 CT는 효과적인 문제해결을 위해 문제의 핵심을 추상화하고 이를 자동화하여 표현하는 데 필요한 사고과정을 의미한다.
	수학 교과에 CT 통합이 미치는 긍정적 영향은?	마지막으로, 수학·과학 교과에 CT 통합은 전통적으로 컴퓨터 관련 분야에서 배제되었던 여성과 소외계층에게 자연스럽게 교육의 기회를 제공할 수 있다. 요약하면, 수학 교과에 CT 통합은 직업적 역량 강화, 수학적 이해 및 CT 향상, 교육의 공정성(equity)에 기여할 수 있다(Weintrop et al., 2016).
	수학교육에서 CT 통합의 필요성이 지속적으로 제기되는 이유는?	수학교육에서도 CT 통합의 필요성이 지속적으로 제기되고 있다(Chang,2017; Shim & Shim, 2018). 이는 CT의 특성이 수학적 사고(mathematical thinking: MT)의 특성과 비슷한 맥락에서 정의되고 있기 때문이다(diSessa, 2018; National Research Council [NRC], 2010; Sneider, Stephenson,Schafer, & Flick, 2014; Wing, 2006; 2008). 나아가, 4차산업혁명 시대 컴퓨팅을 이용한 문제해결능력 함양은 수학교육의 중요한 역할 중 하나로 부각되고 있다(Kim,Seo, & Cho, 2018; Shim & Shim, 2018)

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표제어: PCR

동의어: Packet Collision Rate

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