[논문]수학교과와 정보교과를 융합하는 코딩수학 교육과정 및 교육방법 연구

강하람; 임채령; 조한혁

doi:10.7468/mathedu.2021.60.4.4671

수학교과와 정보교과를 융합하는 코딩수학 교육과정 및 교육방법 연구
A study on coding mathematics curriculum and teaching methods that converges school mathematics and school informatics 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.60 no.4, 2021년, pp.467 - 491

강하람 (서울대학교 대학원) , 임채령 (서울대학교 대학원) , 조한혁 (서울대학교)

초록
AI-Helper

본 연구는 초·중학교 수학교과와 정보교과를 융합하는 코딩수학 교육과정과 이를 위한 최소 코딩게임 기반 교육방법에 대한 연구이다. 지난 3년간 코딩수학 교육과정과 효과적인 교육방법을 초6학년과 중1학년 학생을 대상으로 연구하였다. 1차년도 연구결과, 공간좌표의 필요성에 따라 3차원 좌표의 수학적 개념을 포함하는 코딩환경으로 교육과정을 수정하였다. 2차년도 연구결과, 명령어의 위계성에 따라 건물 요소별 다른 수준의 명령어를 도입하여 자기주도적 학습이 가능하도록 개선하였다. 3차년도 연구 결과, 컴퓨팅 사고력 향상을 유도하는 최소 코딩게임 기반의 교수·학습 전략을 설계하고, 컴퓨팅 사고력 진단을 위한 평가 및 피드백을 개발하였다. 자기주도적 학습 및 컴퓨팅 사고력 증진을 유도하는 최소 코딩게임 기반 교육방법과 코딩수학 교육과정은 수학-정보교과의 융합교육 연구와 실천에 의미가 있다.

Abstract ▼ AI-Helper

This study is a study on the coding mathematics curriculum that converges elementary and middle school mathematics and information subjects and a minimum coding game-based education method for this. For the past 3 years, the coding mathematics curriculum and educational methods to effectively operate the curriculum were studied by applying them to 6th graders of elementary school and 1st graders of middle school. As a result of the first year of research, the coding mathematics curriculum was modified to a coding environment including the mathematical concept of a three-dimensional coordinate space, and the three-dimensional object was improved to be output as a real 3D print. As a result of the 2nd year study, it was improved so that even low-level students can build buildings by introducing different level commands for each component of the building so that self-directed learning is possible. As a result of the 3rd year study, a teaching-learning strategy based on a minimal coding game was designed to induce an increase in the level of computational thinking, and evaluation and feedback for diagnosing computational thinking were developed. Educational methods to promote self-directed learning and computing thinking ability, and researched coding mathematics curriculum are meaningful for the research and practice of the convergence education of school mathematics and informatics.

주제어

표/그림 (30)

표 [Table 1] Definition of Components of Computational Thinking
그림 [Fig. 1] Abstraction and Automation in Middle School Information subject
표 [Table 2] Block-based programming languages and text-based programming languages
표 [Table 4] Comparison between Scratch, Algeomath, TurtleCraft and Python
표 [Table 3] Minecraft game and TurtleCraft coding
그림 [Fig. 2] Key Factors in Games for Learners
그림 [Fig. 3] Example of minimum coding game
그림 [Fig. 4] Research procedure
표 [Table 5] Examples of student answer
그림 [Fig. 5] Example of coding mathematics in TurtleMal
그림 [Fig. 6] Disneyland in TurtleCraft
그림 [Fig. 7] Sequential and Iterative Structure of Algorithm Control Structure
표 [Table 6] Comparison of TurtleCraft coding and elementary schoo Mathematics subject
그림 [Fig. 8] Selective Structure of Algorithm Control Structure
그림 [Fig. 9] Selective Structure of TurtleCraft
표 [Table 7] Student Score Distribution Table
그림 [Fig. 10] The final task, 'Creating your own building'
그림 [Fig. 11] Examples of Student answer about 'Creating your own building'
그림 [Fig. 12] doit command and set command
그림 [Fig. 13] Gyeonghoeru Coding Mathematics Curriculum
그림 [Fig. 14] 3D printing and snow ball
그림 [Fig. 15] Sturcture of Gyeonghoeru Coding Mathematics Curriculum
표 [Table 8] Student Score Distribution Table (2)
표 [Table 9] Abstraction and Automation of TurtleCraft
표 [Table 10] Minimal Coding Game
그림 [Fig. 16] Learning tree of TurtleCraft
그림 [Fig. 17] Examples of evaluation question
표 [Table 11] Contents of Feedback
그림 [Fig. 18] Examples of Feedback
그림 [Fig. 19] Examples of Supplemental evaluation question

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