현행 수준별 수업 분석에 기초한 수준별 교육과정의 성공을 위한 처방

A perspective on the ‘Differentiated Curriculum’ based on the results of implementing current ‘differentiated classes’ in mathematics

Many schools of the secondary level have been recently carrying out 'differentiated class' based on ability grouping between classes(DC). They are usually consisted of three levels; high level available to enriched course, middle level, and low level available to supplemental course. Perhaps, almost all of the schools might have executed DC before 2000 year. To do this, a lots of teachers have to dvelop differentiated teaching and learning materials for themselves. But, these mateirals are usually consisted of differentiated mathematics not on 'contents' but on 'items'. So, for the successful 7th differentiated curriculum, the issues such as teaching and learning methods, materials, and evaluation system should be considered in depth focused on DC. ․Decide issues related to DC(for example, mathematical contents, methods, activities, class speed, extra) based not on teachers or experts but on students. ․Differentiate teaching and learning mateirals according to DC and develop the mateirals(including guidelines, supplementary books, multimedia, extra) based not on mathematical items but on mathematical contents. ․Introduce new mathematical concepts or laws using not only definition and explanation but also concrete examples or problems. ․Suggest differentiated diverse projects related to mathematical subjects suitable to enhance students' thinking ability to each class. ․Have students to develop projects successfully by collecting, representing, analyzing, and interpreting data through communications in a cooperative learning environment.