earticle

영어

The purpose of this study is to investigate how storytelling is embodied in th e Mathematics Ⅰ textbooks for first grade high school students in the 2009 rev ised curriculum and the perception of secondary math teachers and students of t hose books. Furthermore, in order to have some implications on newly ongoing textbook development, this thesis sets up the following goals for inquiry into t he effect on storytelling. First, are there any noticeable differences among the 10 types of mathematics Ⅰ textbooks for high school first graders in the 2009 revised curriculum? Second, what do teachers and students think of textbooks which apply storyte lling techniques? The results are as follows. The frequency of storytelling types that appeared in the textbooks is as follow s: real-life connection type and inter-scholarship type take up 47.55% and 24.51% respectively, followed by decision-making type with 10.52%, math history type wi th 10.17% and tool-using type with 7.05%. Within the contents, math history typ e showed up on reading material from every textbook. And it is worth considerin g that real-life-connection type has the most various topics and is mainly for ar ousing interest and checking up on some concepts. However, inter-scholarship ty pe is usually related to science, and decision-making type is included for error a nalysis and tool-using type for reading materials about math programs. The results of this study suggest that many of the teachers who participated showed some kind of understanding of storytelling but there were not many wh o are actually incorporating that into their own classes. It is also essential that we develop textbooks that are effective for storytelling classes, hold regular sy mposiums as well as teacher training, and create tools for proper assessment. F urthermore, students think that textbooks based on storytelling would have posit ive effects as long as they are supported by enough time, a sufficient number o f classes and tests with validity.

한국어

교육과학기술부는 2012년 1월에 ‘수학교육 선진화 교육’을 발표하며 주요방향 및 과제로 ‘생각하는 힘을 키우는 수학’, ‘쉽게 이해하고 재미있게 배우는 수학’, ‘더불어 함께하는 수학’ 을 제시하며 ‘쉽게 이해하고 재미있게 배우는 수학’에 해당되는 내용으로 스토리텔링 기법을 적용한 교과서를 제시하였다. 본고에서는 2009 개정 교육과정에 따른 고등학교 1학년 수학Ⅰ 교과서에 스토리텔링 기법을 어떻게 적용하였는지 분석해 보고, 고등학교 1학년 교사와 학생 들의 스토리텔링에 대한 이해와 활용실태를 조사하고자 하였다.