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목차보기
머리말 / 3
제1장 수학교육의 이해 ···································································9
1. 수학교육의 목적과 가치 ························································9
2. 수학교육의 대상, 방법, 목표 ·················································16
제2장 초등학교 수학과 교육과정 ·····················································31
1. 수학과 교육과정의 변천 ·······················································31
2. 우리나라 초등학교 수학과 교육과정의 변천 ································41
3. 2022 개정 교육과정 ···························································52
제3장 2022 개정 수학과 교육과정에 적합한 교수ㆍ학습론 ····················65
1. 구패러다임인 교사 중심 수업에 적합한 수업 신념 및 관행 ··············66
2. 2022 개정 수학과 교육과정에 충실한 수업 신념 및 관행 ···············70
3. 실천하기 어렵지만 도전하기 ··················································85
제4장 수학학습심리학Ⅰ ·································································95
1. 자극반응이론 ····································································96
2. 피아제(Jean Piaget)의 수학 학습 이론 ····································104
3. 브루너(J. S. Bruner)의 수학 학습 지도 원리 ·····························115
4. 디에네시(Z. P. Dienes)의 수학 학습 원리 ································125
제5장 수학학습심리학Ⅱ ·······························································137
1. 스켐프(R. R. Skemp)의 수학학습심리학 ··································137
2. 프로이덴탈(Hans Freudenthal)의 현실적 수학교육 ·····················142
3. 반 힐레(van Hieles)의 기하적 사고 수준 ·································154
4. 비고츠키(Vygotsky)의 근접발달영역과 수학학습 ·························162
제6장 맞춤형 교육 ······································································171
1. 수학 학습 지원 대상 학생의 지도 ··········································172
2. 수학 영재 학생의 지도 ·······················································191
제7장 수학적 역량 ······································································213
1. 수학적 역량의 의미 ···························································214
2. 교육과정과 수학적 역량 ······················································221
3. 수학적 역량의 종류 ···························································227
제8장 수학적 사고 ······································································251
1. 수학적 사고의 유형과 의미 ··················································253
2. 수학과 교육과정 내용 영역에 기반을 둔 수학적 사고 ···················268
3. 수학하기와 수학적 추론 과정에서의 수학적 사고의 상호 연관성 ······278
4. 결론 ·············································································282
제9장 문제해결 지도 ···································································285
1. 문제와 문제해결의 의미 ······················································286
2. 교과 역량으로서 문제해결 ···················································291
3. 문제해결 지도 방법론 ························································297
제10장 수학 교구와 공학 도구 ························································315
1. 수학 교구 ······································································316
2. 공학 도구의 활용 ·····························································330
3. 교구 및 공학 활용 시 유의점 ···············································346
제11장 다문화 수학교육 ·································································351
1. 포용적 교육(Inclusive Education)과 다문화 교육현황 ·················351
2. 다문화 교육의 기초: 문화 대응 교수법 ····································357
3. 수학교육에서의 문화 대응 교육 ·············································369
제12장 수학과 평가 ······································································389
1. 수학교육에서 평가 ····························································390
2. 수학과 교육과정에서 평가의 변화 ··········································397
3. 수학교육에서 평가 방법 ······················································404
찾아보기 ···········································································429
제1장 수학교육의 이해 ···································································9
1. 수학교육의 목적과 가치 ························································9
2. 수학교육의 대상, 방법, 목표 ·················································16
제2장 초등학교 수학과 교육과정 ·····················································31
1. 수학과 교육과정의 변천 ·······················································31
2. 우리나라 초등학교 수학과 교육과정의 변천 ································41
3. 2022 개정 교육과정 ···························································52
제3장 2022 개정 수학과 교육과정에 적합한 교수ㆍ학습론 ····················65
1. 구패러다임인 교사 중심 수업에 적합한 수업 신념 및 관행 ··············66
2. 2022 개정 수학과 교육과정에 충실한 수업 신념 및 관행 ···············70
3. 실천하기 어렵지만 도전하기 ··················································85
제4장 수학학습심리학Ⅰ ·································································95
1. 자극반응이론 ····································································96
2. 피아제(Jean Piaget)의 수학 학습 이론 ····································104
3. 브루너(J. S. Bruner)의 수학 학습 지도 원리 ·····························115
4. 디에네시(Z. P. Dienes)의 수학 학습 원리 ································125
제5장 수학학습심리학Ⅱ ·······························································137
1. 스켐프(R. R. Skemp)의 수학학습심리학 ··································137
2. 프로이덴탈(Hans Freudenthal)의 현실적 수학교육 ·····················142
3. 반 힐레(van Hieles)의 기하적 사고 수준 ·································154
4. 비고츠키(Vygotsky)의 근접발달영역과 수학학습 ·························162
제6장 맞춤형 교육 ······································································171
1. 수학 학습 지원 대상 학생의 지도 ··········································172
2. 수학 영재 학생의 지도 ·······················································191
제7장 수학적 역량 ······································································213
1. 수학적 역량의 의미 ···························································214
2. 교육과정과 수학적 역량 ······················································221
3. 수학적 역량의 종류 ···························································227
제8장 수학적 사고 ······································································251
1. 수학적 사고의 유형과 의미 ··················································253
2. 수학과 교육과정 내용 영역에 기반을 둔 수학적 사고 ···················268
3. 수학하기와 수학적 추론 과정에서의 수학적 사고의 상호 연관성 ······278
4. 결론 ·············································································282
제9장 문제해결 지도 ···································································285
1. 문제와 문제해결의 의미 ······················································286
2. 교과 역량으로서 문제해결 ···················································291
3. 문제해결 지도 방법론 ························································297
제10장 수학 교구와 공학 도구 ························································315
1. 수학 교구 ······································································316
2. 공학 도구의 활용 ·····························································330
3. 교구 및 공학 활용 시 유의점 ···············································346
제11장 다문화 수학교육 ·································································351
1. 포용적 교육(Inclusive Education)과 다문화 교육현황 ·················351
2. 다문화 교육의 기초: 문화 대응 교수법 ····································357
3. 수학교육에서의 문화 대응 교육 ·············································369
제12장 수학과 평가 ······································································389
1. 수학교육에서 평가 ····························································390
2. 수학과 교육과정에서 평가의 변화 ··········································397
3. 수학교육에서 평가 방법 ······················································404
찾아보기 ···········································································429
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| 등록번호 | 청구기호 | 권별정보 | 자료실 | 이용여부 |
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| 0003179873 | 372.7 -25-7 | 서울관 사회과학자료실(208호) | 이용가능 | |
| 0003179874 | 372.7 -25-7 | 서울관 사회과학자료실(208호) | 이용가능 | |
| B000124680 | 372.7 -25-7 | 부산관 주제자료실(2층) | 이용가능 |
출판사 책소개
미래의 교사가 될 예비교사들 그리고 현직 교사들은 개정된 (수학과) 교육과정의 정신과 실천적 과제를 잘 이해한 후 적용할 필요가 있다. 교육실천가인 이들이 수학과 교육과정의 정신을 잘 이해하고 실천했을 때 비로소 우리나라의 수학교실의 풍경이 2022 수학과 교육과정에서 추구하는 풍경에 근접할 수 있을 것이다. 저자들은 이 책의 내용이 예비 교사 및 현직 교사들이 2022 개정 수학과 교육과정을 이해하는 데 도움이 될 수 있도록 2022 수학과 교육과정의 다양한 측면들을 다루려고 노력하였다.
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