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머리말 _ 3
제1부 특수교육 수학 교육의 기초
제1장 수학과 수학 교육 (이필상) ··········································13
1. 수학의 개념 ························································14
2. 수학의 특성과 수학 교육의 성격 ····································17
3. 특수교육대상학생과 수학 교육 ······································26
제2장 수학 교육의 목표 (이성진) ··········································39
1. 수학 교육의 목적 ···················································40
2. 공통 교육과정의 수학 교육 목표 ····································44
3. 기본 교육과정의 수학 교육 목표 ····································48
제3장 수학 교육의 내용 (홍성두) ··········································63
1. 미국의 수학 교육 내용 ··············································64
2. 누리 교육과정의 수학 교육 내용 ····································71
3. 공통 교육과정의 수학 교육 내용 ····································73
4. 기본 교육과정의 수학 교육 내용 ····································82
제4장 수학 교수ㆍ학습 이론 (남윤석) ·····································93
1. Bruner의 EIS 이론 ················································94
2. Freudenthal의 수학화 교수ㆍ학습 ··································98
3. Dienes의 놀이를 통한 수학 학습 ··································102
4. Skemp의 수학적 이해 ············································107
5. Wertheimer의 생산적 사고와 통찰 ·······························111
6. Polya의 문제해결 교육론 ··········································119
7. Montague와 Bos의 인지ㆍ초인지 전략 ···························122
제5장 수학 수업모형 (이대식) ·············································131
1. 수업모형의 기초 ···················································132
2. 직접교수법 수업모형 ···············································132
3. 개념학습 수업모형 ·················································145
4. 원리탐구 수업모형 ·················································148
5. 문제해결 수업모형 ·················································150
제6장 수학 교수ㆍ학습 자료 (고혜정) ····································157
1. 구체성과 추상성 ···················································158
2. 장애유형별 수학 교수ㆍ학습 자료 ··································178
제7장 수학 교육의 평가 (유장순) ·········································189
1. 수학 평가의 목적과 방향 ··········································190
2. 수학 평가의 규준과 내용 ··········································193
3. 수학 평가의 유형과 방법 ··········································199
4. 특수교육대상학생을 위한 평가 수정 ································211
5. 수학 교육과정의 평가 ··············································217
제2부 특수교육 수학 교육의 실제
제8장 수 이전 영역의 교수ㆍ학습 방법 (고혜정) ·······················229
1. 수 이전 영역의 교수ㆍ학습 내용 ···································230
2. 대상영속성 이해하기 ···············································231
3. 변별하기 ··························································233
4. 일대일 대응하기 ···················································237
5. 비교하기 ··························································242
6. 순서 짓기 ·························································245
7. 분류하기 ··························································249
8. 패턴 형성하기 ·····················································250
제9장 수 영역의 교수ㆍ학습 방법 (이필상) ·····························255
1. 수 영역의 교수ㆍ학습 내용 ········································256
2. 개수 세기와 수 세기 ··············································257
3. 기수와 서수 ·······················································262
4. 자릿값과 큰 수 ····················································263
5. 화폐 ·······························································266
6. 분수와 소수 ·······················································269
제10장 연산 영역의 교수ㆍ학습 방법 (홍성두) ··························277
1. 연산 영역의 교수ㆍ학습 내용 ······································278
2. 지산법 ····························································282
3. 연산 학습전략 ·····················································286
4. 연산 오류 분석 ····················································296
5. 어림 측정 전략 ····················································300
6. 공학 활용 ·························································302
7. 문제해결 전략 ·····················································305
8. 곱셈구구 전략 ·····················································319
제11장 도형 영역의 교수ㆍ학습 방법 (남윤석) ··························333
1. 도형 영역의 교수ㆍ학습 내용 ······································334
2. van Hieles의 기하 학습 수준 ·····································337
3. 놀이를 통한 도형 학습 ············································341
4. 조작 활동을 통한 도형 학습 ·······································344
5. 쌓기나무를 활용한 공간 감각 학습 ·································348
6. 컴퓨터를 활용한 도형 학습 ········································351
7. 역동적 평가를 통한 도형 학습 ·····································356
제12장 측정 영역의 교수ㆍ학습 방법 (이대식) ··························361
1. 측정 영역의 교수ㆍ학습 내용 ······································362
2. 측정 영역의 지도 원리 ············································365
3. 길이 ·······························································367
4. 들이 ·······························································373
5. 무게 ·······························································373
6. 넓이 ·······························································374
7. 부피 ·······························································375
8. 시간 ·······························································375
제13장 규칙성 영역의 교수ㆍ학습 방법 (이성진) ·······················379
1. 규칙성 영역의 교수ㆍ학습 내용 ····································380
2. 규칙성 영역의 교수ㆍ학습 방법 ····································387
제14장 자료와 가능성 영역의 교수ㆍ학습 방법 (유장순) ··············395
1. 자료와 가능성 영역의 교수ㆍ학습 내용 ····························396
2. 자료 분류하기 ·····················································398
3. 표로 나타내기 ·····················································402
4. 그래프로 나타내기 ·················································405
5. 대푯값과 평균 ·····················································413
6. 퍼센트와 비율 그래프 ··············································414
7. 가능성과 확률 ·····················································417
부 록 ·······································································421
1. 2022 개정 공통 교육과정 수학과 교육과정 ························423
2. 2022 개정 기본 교육과정 수학과 교육과정 ························470
찾아보기 ······························································538
제1부 특수교육 수학 교육의 기초
제1장 수학과 수학 교육 (이필상) ··········································13
1. 수학의 개념 ························································14
2. 수학의 특성과 수학 교육의 성격 ····································17
3. 특수교육대상학생과 수학 교육 ······································26
제2장 수학 교육의 목표 (이성진) ··········································39
1. 수학 교육의 목적 ···················································40
2. 공통 교육과정의 수학 교육 목표 ····································44
3. 기본 교육과정의 수학 교육 목표 ····································48
제3장 수학 교육의 내용 (홍성두) ··········································63
1. 미국의 수학 교육 내용 ··············································64
2. 누리 교육과정의 수학 교육 내용 ····································71
3. 공통 교육과정의 수학 교육 내용 ····································73
4. 기본 교육과정의 수학 교육 내용 ····································82
제4장 수학 교수ㆍ학습 이론 (남윤석) ·····································93
1. Bruner의 EIS 이론 ················································94
2. Freudenthal의 수학화 교수ㆍ학습 ··································98
3. Dienes의 놀이를 통한 수학 학습 ··································102
4. Skemp의 수학적 이해 ············································107
5. Wertheimer의 생산적 사고와 통찰 ·······························111
6. Polya의 문제해결 교육론 ··········································119
7. Montague와 Bos의 인지ㆍ초인지 전략 ···························122
제5장 수학 수업모형 (이대식) ·············································131
1. 수업모형의 기초 ···················································132
2. 직접교수법 수업모형 ···············································132
3. 개념학습 수업모형 ·················································145
4. 원리탐구 수업모형 ·················································148
5. 문제해결 수업모형 ·················································150
제6장 수학 교수ㆍ학습 자료 (고혜정) ····································157
1. 구체성과 추상성 ···················································158
2. 장애유형별 수학 교수ㆍ학습 자료 ··································178
제7장 수학 교육의 평가 (유장순) ·········································189
1. 수학 평가의 목적과 방향 ··········································190
2. 수학 평가의 규준과 내용 ··········································193
3. 수학 평가의 유형과 방법 ··········································199
4. 특수교육대상학생을 위한 평가 수정 ································211
5. 수학 교육과정의 평가 ··············································217
제2부 특수교육 수학 교육의 실제
제8장 수 이전 영역의 교수ㆍ학습 방법 (고혜정) ·······················229
1. 수 이전 영역의 교수ㆍ학습 내용 ···································230
2. 대상영속성 이해하기 ···············································231
3. 변별하기 ··························································233
4. 일대일 대응하기 ···················································237
5. 비교하기 ··························································242
6. 순서 짓기 ·························································245
7. 분류하기 ··························································249
8. 패턴 형성하기 ·····················································250
제9장 수 영역의 교수ㆍ학습 방법 (이필상) ·····························255
1. 수 영역의 교수ㆍ학습 내용 ········································256
2. 개수 세기와 수 세기 ··············································257
3. 기수와 서수 ·······················································262
4. 자릿값과 큰 수 ····················································263
5. 화폐 ·······························································266
6. 분수와 소수 ·······················································269
제10장 연산 영역의 교수ㆍ학습 방법 (홍성두) ··························277
1. 연산 영역의 교수ㆍ학습 내용 ······································278
2. 지산법 ····························································282
3. 연산 학습전략 ·····················································286
4. 연산 오류 분석 ····················································296
5. 어림 측정 전략 ····················································300
6. 공학 활용 ·························································302
7. 문제해결 전략 ·····················································305
8. 곱셈구구 전략 ·····················································319
제11장 도형 영역의 교수ㆍ학습 방법 (남윤석) ··························333
1. 도형 영역의 교수ㆍ학습 내용 ······································334
2. van Hieles의 기하 학습 수준 ·····································337
3. 놀이를 통한 도형 학습 ············································341
4. 조작 활동을 통한 도형 학습 ·······································344
5. 쌓기나무를 활용한 공간 감각 학습 ·································348
6. 컴퓨터를 활용한 도형 학습 ········································351
7. 역동적 평가를 통한 도형 학습 ·····································356
제12장 측정 영역의 교수ㆍ학습 방법 (이대식) ··························361
1. 측정 영역의 교수ㆍ학습 내용 ······································362
2. 측정 영역의 지도 원리 ············································365
3. 길이 ·······························································367
4. 들이 ·······························································373
5. 무게 ·······························································373
6. 넓이 ·······························································374
7. 부피 ·······························································375
8. 시간 ·······························································375
제13장 규칙성 영역의 교수ㆍ학습 방법 (이성진) ·······················379
1. 규칙성 영역의 교수ㆍ학습 내용 ····································380
2. 규칙성 영역의 교수ㆍ학습 방법 ····································387
제14장 자료와 가능성 영역의 교수ㆍ학습 방법 (유장순) ··············395
1. 자료와 가능성 영역의 교수ㆍ학습 내용 ····························396
2. 자료 분류하기 ·····················································398
3. 표로 나타내기 ·····················································402
4. 그래프로 나타내기 ·················································405
5. 대푯값과 평균 ·····················································413
6. 퍼센트와 비율 그래프 ··············································414
7. 가능성과 확률 ·····················································417
부 록 ·······································································421
1. 2022 개정 공통 교육과정 수학과 교육과정 ························423
2. 2022 개정 기본 교육과정 수학과 교육과정 ························470
찾아보기 ······························································538
이용현황보기
| 등록번호 | 청구기호 | 권별정보 | 자료실 | 이용여부 |
|---|---|---|---|---|
| 0003179869 | 371.90447 -25-1 | 서울관 사회과학자료실(208호) | 이용가능 | |
| 0003179870 | 371.90447 -25-1 | 서울관 사회과학자료실(208호) | 이용가능 |
출판사 책소개
이 책은 특수교육 교과교육이 총론 수준에서 나아가 각론 수준으로 확대되는 과정에서 특수교육에서의 수학 교육이 어떻게 자리매김을 할 것인지에 대한 고민과 노력의 두 번째 결과물이다. 저자들 모두가 공동의 협력 작업을 통해 보다 나은 결과물을 얻기 위해 노력하였음에도 불구하고, 부족한 부분이 있을 것으로 생각된다. 수학 학습에 어려움을 겪는 학생들을 지도하는 데 애쓰는 독자들의 아낌없는 지적과 조언을 기대한다. 또한, 수학 학습에 어려움을 겪는 학생들에 관해 연구하는 독자들의 날카로운 논의를 기대한다. 이러한 독자들의 지적과 논의는 특수교육에서의 수학 교육에 관한 이론과 실제를 더 굳게 다져가는 기회가 될 것이기 때문이다. 아무쪼록 이 책이 특수교육에서의 수학 교육에 관한 더 많은 논의와 연구를 불러일으키고, 특수교육 현장에서 수학 수업의 질을 끌어올리는 데 유용하게 활용되기를 바란다.
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