[논문]한국, 싱가포르, 미국, 일본의 초등학교 교과서에 제시된 덧셈과 뺄셈 도입에 대한 비교분석

방정숙; 김리나; 김소현

doi:10.7468/jksmee.2022.36.2.229

한국, 싱가포르, 미국, 일본의 초등학교 교과서에 제시된 덧셈과 뺄셈 도입에 대한 비교분석
A Comparative Analysis of Introducing Addition and Subtraction in the Korean, Singaporean, American, and Japanese Elementary Textbooks 원문보기

Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.36 no.2, 2022년, pp.229 - 252

방정숙 (한국교원대학교) , 김리나 (한국교원대학교 대학원) , 김소현 (한국교원대학교 대학원)

초록
AI-Helper

본 연구는 한국, 싱가포르, 미국, 일본의 초등학교 교과서에 제시된 모으기와 가르기, 덧셈 및 뺄셈의 도입 단원을 비교하고 분석한 것이다. 분석의 초점은 시각적 모델 및 제시된 문제 상황과의 연결성, 언어적 표현 및 시각적 모델과의 연결성, 관계적 이해 및 추가 활동이다. 분석 결과, 교과서에 따라 문제 상황, 시각적 모델, 언어적 표현이 다르게 구현됨에 따라 연결성도 다르게 나타났다. 각 교과서는 문제 상황의 제시 방법과 순서에서 차이가 있었고, 시각적 모델 측면에서도 하나의 모델을 지속적으로 사용하는 경우와 다양한 모델을 사용하는 경우가 있었다. 언어적 표현 측면에서는 각 교과서 마다 다른 특징이 있었으며, 관계적 이해 측면에서는 모든 교과서가 등호 양변의 값이 같다는 것을 강조하는 활동을 제시하였다. 이와 같은 연구 결과를 바탕으로 덧셈과 뺄셈 도입과 관련된 문제 상황, 시각적 모델의 활용, 언어적 표현 방안 등 후속 교과서의 단원 개발과 관련한 시사점을 논의하였다.

Abstract ▼ AI-Helper

This study analyzed the introduction of addition and subtraction, including the composition and decomposition of numbers in the Korean, Singaporean, American, and Japanese elementary mathematics textbooks. The analytic foci of this study included visual models and their connections with the given problem contexts, the introduction of addition/subtraction or addition/subtraction sentences and their connections with the visual models, and additional activities for students to develop a relational understanding of the equal sign. The results of the analysis demonstrated diverse connections, mainly because the problem contexts, visual models, and the introduction of addition/subtraction or addition/subtraction sentences were implemented differently for each textbook. There were differences among the textbooks in what order of problem contexts were presented. Regarding the use of visual models, two textbooks tended to use one model consistently, whereas the other textbooks used various models depending on the problem contexts. There were subtle but significant differences in introducing addition/subtraction or addition/subtraction sentences. For a relational understanding of the equal sign, all textbooks included activities emphasizing that both sides of the equal sign are equal. Based on the results of this study, this paper closes with several implications related to the problem contexts to introduce addition/subtraction and addition/subtraction sentences as well as the use of visual models, which can serve as a basis for a new unit for the subsequent textbook.

주제어

표/그림 (13)

표 <표 II-1> 분석의 초점
그림 [그림 III-1] 모으기와 가르기의 시각적 모델 예시
표 <표 III-1> 모으기와 가르기의 문제 상황
표 <표 III-2> 모으기와 가르기의 언어적 표현 예시
그림 [그림 III-2] 모으기와 가르기에 제시된 관계적 이해 증진 활동의 예시
그림 [그림 III-3] 덧셈의 시각적 모델 예시
표 <표 III-3> 덧셈의 문제 상황
표 <표 III-4> 덧셈의 언어적 표현 예시
그림 [그림 III-4] 덧셈에 제시된 관계적 이해 증진 활동의 예시
표 <표 III-5> 뺄셈의 문제 상황
그림 [그림 III-5] 뺄셈의 시각적 모델 예시
표 <표 III-6> 뺄셈의 언어적 표현 예시
그림 [그림 III-6] 뺄셈에 제시된 관계적 이해 증진 활동의 예시

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