An Analytic Stildy on Mathematics Textbooks of British Primary School

영국의 초등 수학 교과서 분석 연구

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.

현재 우리나라에서는 제7차 교육과정 개정부터 열린 교육의 일환으로 수준별 수학 교과서를 제작하기로 하고 여러 가지 준비를 하고 있다. 본고에서는 이러한 수준별 수학 교과서가 가장 잘 운영되고 있는 영국의 초등학교 수학 교과서를 분석 연구하였다. 분석 대상 교과서는 1996년 연구자가 영국을 방문하여 구한 수학 교과서 중 제1, 3, 4, 5 단계에 해당한다.