2015개정 초등 수학 교과서에 제시된 수 감각 관련 수직선 경험 기회 분석:자연수,분수,소수의 이해 단원을 중심으로

초록

The number sense is the ability to understand the meaning and magnitude of numbers and it is an important foundation for early mathematics learning. The purpose of this study is to analyze the number line experience opportunities relevant to number sense from the 2015 revised elementary school mathematics textbooks (mathematics, mathematics workbook). The study focused on the units related to understanding of natural numbers, fractions, and decimals in elementary school mathematics textbooks from the first grade through the fourth grade. It analyzed the appearance of the number lines in textbooks according to their frequency, type, and task and the range of numbers that was encountered in the number line. The results showed that first, the number line experience opportunities provided by the textbooks were low overall. More specifically, number lines were rarely presented in the units, where natural numbers and fractions were firstly introduced to students. Second, there were only structured number lines in the elementary school mathematics textbooks and no learning opportunities were provided to experience placing numbers on the empty number line. Third, numbers that were encountered in the number line were concentrated in a specific range and consequently they were not sufficient to provide a balanced learning experience of numbers to children. Taken together, the study suggests ideas to revise and improve textbooks and their educational implications.

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