본연구는융복합교육의개념과교육의목표를수용함으로써수학교과의실세계맥락기반과제 의해결과탐구과정을통해학생들이미래사회가요구하는융복합적역량을개발할수있다는관 점을취하고있다.따라서융복합교육목표의범주와수학교과를통해함양할수있는수학적능력 이통합된분석틀을재구성하여2009개정교육과정에따라개발된중학교1학년수학교과서13종 교과서880개과제를분석하였다. 분석과정에서융복합교육의13가지수학적능력으로구성된3 가지핵심역량범주를중복코딩을허용하여적용한결과,총1,269회의핵심역량을파악할수있었 다.이러한분석을통하여도구의상호작용적활용역량(TI)이과제중대다수의핵심역량을차지 하고 있음과 상대적으로 이질적 집단에서의 상호작용 역량(GI)과 자율적 실천 역량(AA)은 아주 낮은비율을나타내고있음을알수있었다.이는현2009개정중학교1학년수학교과서의학습과 제들이이질적집단에서의상호작용역량(GI)에해당하는의사소통이나자율적실천역량(AA)에 해당하는문제해결전략,반성,비판적사고력보다는도구의상호작용적활용역량(TI)에해당하 는핵심개념과원리등의이해및습득활용에중점을두는특징을보여주고있음을시사한다.이러 한분석결과를통하여다양한핵심역량을함양할수있는과제의특징을탐구함으로써미래사회에 서요구되는역량을제고할수있는수학과제개발과교과서의과제를기본으로다양한역량을함 양하는과제로재구성할수있는교사의역량측면에서시사점을논의하였다.
This study is based on the perspective that real world tasks can facilitate students‘ integrative capacities. To investigate the extent to which real world tasks found in the Korean mathematics textbooks for the 7the graders integrate key competencies, a framework of mathematical competences was developed by adopting the goal dimension of Yungbokhap education. The analysis suggests that most of the textbooks adopt the competence to use tools interactively, and that the frequencies of the other two types of competences, i.e., interacting in heterogeneous groups and acting autonomously, were very low. The results of this research showed that Korean mathematics textbooks still focus on the competence to use mathematical knowledge, concept and principle. Only a limited number of tasks in the textbooks integrated two or more competences. Based on the results, implications were presented for the development of mathematics textbook tasks to promote diverse competencies.
I. 서 론 II. 이론적 배경 III. 연구방법 IV. 연구 결과 V. 결론 및 시사점 참고문헌
