Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Tangram Task Modification for Exploring in Elementary Mathematics

초등 수학에서 탐구를 위한 탱그램 과제 변형

  • Received : 2018.12.24
  • Accepted : 2019.01.27
  • Published : 2019.01.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study searched for the possibility of tangram activities through modifying the tasks of elementary school mathematics textbooks into content based open tasks. As a result of analyzing previous researches, it was confirmed the educational effect of the mathematical tasks transformation and the educational value of tangram activities. The analysis of the textbooks revealed that the tangram activities presented in the textbooks are likely to be at the level of play. It was tried to modify 2015 revised curriculum textbook-tasks into content based open tasks. Based on this study, it could be expected advantages of task modification such as improvement of teachers' expertise and expectation of diverse reactions of students.

본 연구는 초등 수학 교과서의 과제를 내용 기반 개방형 과제로 변형함으로써, 탐구를 위한 탱그램의 활용 가능성을 탐색하였다. 선행연구를 분석한 결과, 수학 과제 변형의 교육적 효과와 탱그램 활동의 교육적 가치를 확인하였으며, 교과서 분석을 통해 교과서에 제시된 탱그램 활동은 놀이 수준에 그칠 가능성이 있음을 확인하였다. 이에, 2015 개정 교육과정에 따른 교과서 탱그램 과제의 변형을 시도하였다. 연구 결과, 폐쇄형 과제를 개방형 과제로 변형을 시도해 본다면 교사의 전문성 향상과 학생들의 다양한 반응 등을 기대할 수 있었다.

Keywords

SHGHD@_2019_v22n1_95_f0001.png 이미지

[그림 1] 탱그램의 위치 이동 [Fig. 1] Position change of tangram

SHGHD@_2019_v22n1_95_f0002.png 이미지

[그림 2] 2007 교육과정 4-2 탱그램 내용 [Fig. 2] 2007 curriculum 4-2 tangram contents

SHGHD@_2019_v22n1_95_f0003.png 이미지

[그림 3] 2009 교육과정 2-1 탱그램 내용 [Fig. 3] 2009 curriculum 2-1 tangram contents

SHGHD@_2019_v22n1_95_f0004.png 이미지

[그림 4] 2015 교육과정 2-1 탱그램 내용 [Fig. 4] 2015 curriculum 2-1 tangram contents

SHGHD@_2019_v22n1_95_f0005.png 이미지

[그림 5] 2015 교육과정 4-2 탱그램 내용 [Fig. 5] 2015 curriculum 4-2 tangram contents

[표 1] 탱그램을 그리는 방법 [Table 1] How to construct a tangram

SHGHD@_2019_v22n1_95_t0001.png 이미지

[표 2] 교육과정별 탱그램 활동 [Table 2] Tangram Activities in each Curriculum

SHGHD@_2019_v22n1_95_t0002.png 이미지

References

  1. Ministry of Education, Science and Technology (2011). Elementary school mathematics 4-2. Ministry of Education, Science and Technology.
  2. Ministry of Education, Science and Technology (2014). Elementary school mathematics 2-1. Ministry of Education, Science and Technology.
  3. Ministry of Education (1997). Mathematics curriculum. Ministry of Education.
  4. Ministry of Education (2015). Mathematics curriculum. Ministry of Education.
  5. Ministry of Education (2018a). Elementary school mathematics 2-1. Ministry of Education.
  6. Ministry of Education (2018b). Elementary school mathematics 4-2. Ministry of Education.
  7. Ministry of Education & Human Resources Development (2005a). Elementary school mathematics 3-A. Ministry of Education & Human Resources Development.
  8. Ministry of Education & Human Resources Development (2005b). Elementary school mathematics 4-B. Ministry of Education & Human Resources Development.
  9. Ministry of Education & Human Resources Development (2005c). Elementary school mathematics 5-A. Ministry of Education & Human Resources Development.
  10. Ministry of Education & Human Resources Development (2005d). Elementary school mathematics 5-B. Ministry of Education & Human Resources Development.
  11. Kim, N. H. (2000). Realization of mathematical ideas through the use of tangrams. The Korea Society Of Educational Studies In Mathematics School Mathematics, 2(2), 563-587.
  12. Kim, H. L. (2017). Mathematics Teachers' Task Modification and Implementation: With a Focus on Derivative Concept Teaching. Department of Mathematics Education, The Graduate School, Seoul National University.
  13. Park, K. S. (2002). Tangram-like puzzles and its implications in mathematics education. The Korea Society Of Educational Studies In Mathematics School Mathematics, 4(1), 97-109.
  14. Park, K. S. (2007). An inquiry into convex polygons which can be made by seven pieces of square seven-piece puzzles. Journal of Educational Research in Mathematics, 17(3), 221-232.
  15. Park, J. H. (2018). Task Modification of Pre-service Elementary Teachers: Focus on Geometric Tasks. Journal of Educational Research in Mathematics, 28(3), 391-405.
  16. Song, S. H. (2008). Revisiting tangram and similar tangram based on mathematics curriculum. Journal of Educational Research in Mathematics, 18(3), 391-405.
  17. Shim, S. G., & Jo, J. G. (2008). A study on development of instructional materials using geometric properties of tangram. Journal for History of Mathematics, 21(4), 169-182.
  18. An, J. H. & Song, S. H. (2002). An analysis research of mathematics classes utilizing tangrams and mosaic puzzles. The Korea Society Of Educational Studies In Mathematics School Mathematics, 4(2), 283-296.
  19. Lee, K. H. (2001). Instructional ideas about the circumference and area of polygons. The Korea Society Of Educational Studies In Mathematics School Mathematics, 3(2), 423-445.
  20. Lee, K. B. (2017). The Correction of Misconceptions Regarding Conditional Probalility through Mathematics Teachers' Task Modification and Implementation. Department of Mathematics Education, The Graduate School, Seoul National University.
  21. Hwang, J. N. (2015). A study on the effective use of tangrams for the mathematical justification of the gifted elementary students. Journal of Elementary Mathematics Education in Korea, 19(4) 589-608.
  22. Sullivan, P., Clarke, D., & Clarke, B. (2016). 수학수업 이야기-수학, 과제, 학습의 삼중주. 서울: 경문사.
  23. Sullivan, P., Clarke, D., & Clarke, B. (2013). Teaching with tasks for effective mathematics learning. New York: Springer.