[논문]사회정의를 위한 수학과 도덕의 통합교수모델 개발 및 효과분석

이예진; 박만구

doi:10.7468/mathedu.2020.59.4.313

사회정의를 위한 수학과 도덕의 통합교수모델 개발 및 효과분석
Development and effect analysis of an integrated teaching model of mathematics and ethics for social justice 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.59 no.4, 2020년, pp.313 - 329

이예진 (서울잠전초등학교) , 박만구 (서울교육대학교)

초록
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이 연구의 목적은 사회정의 주제를 중심으로 수학과 도덕을 통합한 통합교수모델을 개발하고 통합교수모델을 적용한 수업이 학생들에게 주는 효과를 알아보는 것이다. 통합교수모델을 개발하기 위해 2015 개정 수학 교육과과 3~4학년군, 5~6학년군 수학 교과서, 2015 개정 도덕 교육과정에 대한 문헌 연구를 실시하여 수학과 도덕 교과에 사회정의 소재가 얼마나, 어떻게 반영되어 있는지를 알아보고자 하였다. 앞선 교과서 분석 결과를 바탕으로 수학과 도덕, 사회정의를 3개의 축으로 하여 융합모형 틀과 사회정의를 위한 수학과 도덕의 통합교수모델을 구안하였다. 통합교수모델의 효과를 확인하기 위하여 수학과 도덕의 통합수업이 학생들의 수학에 대한 정의적 측면과 사회적 의식, 창의적 사고력 및 비판적 사고력에 어떤 영향을 주는지 확인하였다.

Abstract ▼ AI-Helper

The purpose of this study was to develop an integrated teaching model that integrates mathematics and ethics with social justice theme centric approach. To solve the research problems, the investigator conducted literature studies on the 2015 revised mathematics curriculum, 2015 revised mathematics 3rd to 6th grade textbooks, and the 2015 revised ethics curriculum.. Based on the results of analysis, the mathematics and ethics integrated model for social justice was devised by using the three axes of mathematics subject, ethics subject, and social justice. The integrated class of mathematics and ethics for social justice consists of the steps of problem recognition (ME 1), analysis (ME 2), discussion (ME 3), inquiry and practice (ME 4), and it can be implemented in a total of 27 ways. In order to confirm the effectiveness of the integrated model, two classes of sixth grade were selected as experimental and comparative classes. As a result of the study, the integrated class of mathematics and ethics can be used as a tool to improve the value perception of mathematics, However, it should be conducted with full consideration of students' mathematical tendencies in advance. Also, it can improve students' social consciousness. However, practice and experience-oriented classes are effective to overcome 'reserved agency' problem. Finally, it can improve students' perception of integrated classes and their creative thinking and critical thinking skills.

주제어

표/그림 (22)

표 [Table 1] The pedagogical objectives of mathematics education for social justice(Gustein, 2003)
그림 [Fig. 1] Mathematics Approach for Social Justice
표 [Table 2] Results of analysis of mathematics textbooks related to social justice subject by grade
표 [Table 3] Results of analysis of mathematics textbooks related to social justice subject by descriptions
그림 [Fig. 2] The framework of an integration teaching model between mathematics and ethics.
그림 [Fig. 3] An Integrated Teaching Model of Mathematics and Ethics for Social Justice
표 [Table 4] The subdivided teaching method in mathethics class
표 [Table 5] Overview of the Mathethics class
표 [Table 6] Flow of 7-8th class
표 [Table 7] Measurement variable
표 [Table 8] Independent sample t-test about perception of Value in Mathematics
그림 [Fig. 4] Example (1) of students' response for MV
그림 [Fig. 5] Example (2) students' response for MV
그림 [Fig. 6] Example (1) of students' response for MD
그림 [Fig. 7] Example (2) of students' response for MD
표 [Table 9] Independent sample t-test about Mathematical Disposition
표 [Table 10] Independent sample t-test about a Sense of Social Contribution
그림 [Fig. 9] Example of students' response for CM
그림 [Fig. 8] Example of students' response for SR
표 [Table 11] Independent sample t-test about Social Responsibility
그림 [Fig. 10] Example of students' response for CC
그림 [Fig. 11] Example of students' response for PI

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