초등 수학 교과서의 막대그래프와 꺾은선그래프 지도에 대한 분석

An Analysis of Methods for Teaching Bar and Line Graphs in Elementary Mathematics Textbooks

본 연구는 이전과 현재의 교육과정에 따른 3~4학년군 초등학교 수학 교과서의 그래프 지도에서 교수학적 지도 방법이 어떤 방식으로 발생하고 전개되었는가를 파악하는 것이다. 이에 본 연구에서는 제 5차 교육과정부터 2015 개정 교육과정까지의 각 교육과정에 따른 교과서와 지도서를 대상으로 막대그래프와 꺾은선그래프 단원을 분석하였고, 그래프 지도에서 교수학적 변환 방식이 지니는 통계 교육적 의의를 탐색하였으며, 나아가 차기 교과서 개발에의 적용 방안을 모색하였다.

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the units on bar graphs and line graphs in mathematics textbooks for each curriculum from the fifth curriculum to the 2015 revised curriculum and investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the detailed timing of teaching bar and line graphs was almost unchanged as the curriculum progressed. In addition, the use of technology was not actively implemented in school statistics although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant concepts in statistics. On the basis of the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.