개정된 수학과 교육과정 중 변화된 중학교 1학년 함수 영역이 처음 적용되는 시점에서 중1 수학교과서와 익힘책의 함수 단원을 구성 체제와 제시맥락을 중심으로 분석하였다. 교과서를 분석한 결과, 개정된 수학과 교육과정에 따르는 개정 수학 교과서의 함수 단원은 전 단원에 걸쳐 실생활맥락을 활용하고 있었다. 함수의 실생활 맥락의 구성 형식은 학생의 현실적인 경험을 바탕으로 직접 탐구하거나 조작해보는 활동으로 도입하기보다 현실 맥락으로부터 바로 관계표를 완성하고 관 계식을 구하도록 하는 것과 같은 형식을 취하고 있었다. 그리고 의사소통능력 신장을 위한 문제는 문제를 읽고 함수 관계를 찾거나, 함수인지를 판단하고 그 이유를 말하는 문제로서 주로 다루어지고 있었으나, 그래프를 읽고 실생활 맥락에서 상황을 예측하여 말하는 경우와 일지 쓰기 등의 활동은 거의 없었다. 또한 표, 대수식, 상황-언어적 표현 사이의 변환 문제는 ‘함수의 그래프’ 단원을 중심으로 대수식과 그래프 표현 사이의 번역 문제로서 주로 다루어질 뿐, 세 가지 표현 간 번역을 하나의 문제에서 모두 다루거나, 상황-언어적 표현과 그래프 사이의 번역 문제를 다루는 경우는 적었다. 익힘책은 다양한 난이수준의 여러 유형의 문제들이 제시되고 이에 대한 상세한 정답과 해설로 구성되어 있었다. 그러나 학생의 수준에 적합하게 실생활 맥락에서 교과서와 연계하여 함수개념이나 본문의 내용을 문제 풀이가 아닌 방법으로 다루는 활동이나 학생들 스스로 오류를 교정할 수 있는 기회를 제공하는 문제나 활동은 거의 제시되지 않았다.

The purpose of this study is to analyze the content and the organization of mathematical functions in mathematics textbooks and workbooks from the 2007 revised national curriculum for mathematics. The mathematics textbooks and workbooks were designed for 7th grade middle school students in 2009. Findings indicate that the mathematical textbooks had various problem solving methods and emphasis placed on mathematical reasoning and communication. activity of investigation for understanding concepts of mathematical functions, but there was a need for reinforcement of authentic contexts. Mathematical textbooks have items for representation-shift among diagrams, tables, algebraic expressions, and graphs, but the textbooks need to emphasize more flexible connections of mathematical representations. Furthermore, the mathematical workbooks not only seem to be appropriate for lessons on achievement level, but they appear to be valuable to teachers for giving lessons on achievement level. However, organization of the mathematics workbooks needs reinforcement for students' self-regulated learning of mathematics. Suggestions on the organization and the content of mathematics workbooks have also been made on the basis of current research findings for intermediate, lower level in the contents as well as the concepts for mathematics learning. Mathematics textbooks and workbooks that help students correct their errors and that which present useful and interesting activities should be developed.

The purpose of this study is to analyze the content and the organization of mathematical functions in mathematics textbooks and workbooks from the 2007 revised national curriculum for mathematics. The mathematics textbooks and workbooks were designed for 7th grade middle school students in 2009. Findings indicate that the mathematical textbooks had various problem solving methods and emphasis placed on mathematical reasoning and communication. activity of investigation for understanding concepts of mathematical functions, but there was a need for reinforcement of authentic contexts. Mathematical textbooks have items for representation-shift among diagrams, tables, algebraic expressions, and graphs, but the textbooks need to emphasize more flexible connections of mathematical representations. Furthermore, the mathematical workbooks not only seem to be appropriate for lessons on achievement level, but they appear to be valuable to teachers for giving lessons on achievement level. However, organization of the mathematics workbooks needs reinforcement for students' self-regulated learning of mathematics. Suggestions on the organization and the content of mathematics workbooks have also been made on the basis of current research findings for intermediate, lower level in the contents as well as the concepts for mathematics learning. Mathematics textbooks and workbooks that help students correct their errors and that which present useful and interesting activities should be developed.

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