수학교과서 속 수학자들에 대한 비판적 분석: 융합적 협업으로서 다문화교육 관점에서

초록

In recent years, in Korea, the number of studies about ‘multicultural education’ in a variety of subjects have increased. There are few studies, however, in the field of mathematics. For these reasons, we analyzed the distribution and the description of historical mathematicians in the seventh grade mathematics textbooks. The analytic frame of this study was twofold: 'the diversity' and 'the equity', each from the perspectives of ‘multicultural education.’ The result of the analysis shows that although mathematicians of various cultural backgrounds were presented. most of the mathematicians in the textbooks were European males. This suggests that most of the mathematical facts in mathematics textbooks were discovered ​​by European males. In addition, most of the textbooks depicted the achievements of a particular mathematicians without reference to their relationships. The various mathematicians, therefore, lack a relationship between in-issue and meta-issue. In conclusion, mathematics textbooks for ‘multicultural mathematics education’ should include learning tasks that present mathematicians diverse cultural backgrounds, not just European male mathematicians. Mathematics textbooks for 'multicultural mathematics education' should also describe the various mathematical backgrounds based on the dialogical relationships among diverse ethnomathematics according to the historico-genetic principle.

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