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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.59 no.1, 2020년, pp.1 - 15
이송희 (연세대학교) , 임웅 (연세대학교)
In this paper, we analyzed curriculum materials on inequalities as regions. Constructs such as mathematical connections and curriculum articulation were used as a framework. As for articulation, our findings indicate the topic of inequalities as regions addresses meaningful subordinate mathematical ...
핵심어 | 질문 | 논문에서 추출한 답변 |
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교육과정에서 부등식의 영역은 어떻게 변화해 왔나? | 본 연구가 다루고자 하는 ‘부등식의 영역’은 국내 교육과정에서 ‘계통학습기’인 제2차 수학교육과정부터 단원명이 사용되기 시작한 이후 2009개정교육과정까지 줄곧 고등학교 1학년 수학에 포함되었는데 2015개정교육과정에서는 해당 단원이 직업선택과목인 '경제수학'으로 옮겨짐으로써 교수⋅학습 방법 및 유의 사항에서 내용의 깊이에 대한 감축이 이루어졌다. 이는 ‘부등식의 영역’을 활용하는 선형계획법이 '경제수학'에서 핵심적인 개념이기 때문이다. | |
학습 요소는 독립적이지 않고, 다른 학습 요소와 상하로 연결되어 위계를 이루고 있다는 관점에 설득력을 주는 이론은? | Tyler의 계속성과 연결성, Taba의 누적학습, Bruner 의 나선형 교육과정, Gagne의 학습 위계 이론들을 종합해보면, 교육과정의 수직적 연계성이란 동일한 학습 내용이 학년 간 및 학교 간에 어느 정도 계속 반복되어 점차 더 높은 수준으로 심화, 확대되어 제시되는 원리라고 할 수 있다(Yeo & Kim, 1987, as cited in Song et al., 1991). | |
연계성이란 무엇인가? | 연계성(articulation)이란 학년 혹은 학교 수준사이의 학습 내용이 의미 있는 관련을 맺고 있는 상태이다. 적절한 관련을 맺고 있다는 것은 교육 내용들이 서로 의미 있게 구분된다는 것과 그 사이의 관련이 원활하다는 것을 동시에 나타낸다(Woo, 1998). |
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