2007 개정 교육과정에 따른 3, 4학년 수학 교과서 비교 분석

Abstract

This thesis analyzes third and fourth grade mathematics textbooks focusing on units, organizing, and contents to look at the differences between 7th and newly 2007 revised curriculums. The target books are step ‘가’ from 7th curriculum and first semester math books from 2007 revised curriculum. The results of analysis are as follows. First, the new curriculum recommends a differentiated class and gives rights to organize and operate it to each school. Secondly, the newly designed curriculum deletes in-depth contents, lowers the difficulties, and simplifies the contents. It also contains co-related contents between grades to make a clear hierarchy. Thirdly, communication, inference, and problem-solving skills are emphasized in the revised curriculum. To achieve originally intended goal of revision, the background and contents of it should be provided exactly to teachers who do implement themin each classroom. In addition, the educational office which designed the curriculum and wants it to be effectively operated should make an effort to listen to the voices of teachers: what they want, and what can be done to support them.