초등수학 교과서의 뺄셈 문제 상황 분석

An Analysis of the Problem Situation of Subtractionin Elementary School Mathematics Textbooks

본 연구의 목적은 ‘큰 수’를 먼저, ‘작은 수’를 나중에 등장시키는 편향된 뺄셈 문제 상황 설정 방식에 대한 개선 방안을 모색하는 것이다. 이를 위해 1~3학년 교과서와 익힘책에 제시된 뺄셈 문제 상황을 8가지 유형별로 분석하여 특징을 파악하였다. 본 연구 결과 실제적인 뺄셈 문제 상황에 근접한 다양한 문제해결 경험을 제공할 필요가 있으며, 이는 초기대수 관점에서 뺄셈에 대한 사고의 폭을 확장 시키는 역할을 할 수 있을 것으로 생각한다.

Even in the daily life of elementary school students, it is often natural to think of ‘small number’ first and ‘large number’ later. However, in most elementary school mathematics textbooks, there are biased situations in which the ‘large number’ is presented first and the ‘small number’ is presented later. In this study, we discussed the conventions of setting the problem situation of subtraction, in which implicitly 'large number' is presented first and ‘small number’ is presented later. In addition, we discussed the pedagogical actions related to the actual problem situation of subtraction in which ‘small number’ is presented first and ‘large number’ is presented later. Through this, we searched an improvement direction for the biased setting method of subtraction problem in which 'large number' is presented first and 'small number' is presented later. For this purpose, we analyzed the subtraction problems presented in the mathematics textbooks and workbooks for grades 1 to 3 of elementary school by 8 types to identify their characteristics. This research shows that it is necessary to provide various problem-solving experiences for the actual problem situation of subtraction, and it can play a role in expanding the range of thinking about subtraction from the perspective of early algebra.