수학교과서 분석을 통한 스토리텔링 교수·학습 방안에 관한 연구

Abstract

The present study comparatively analyzed math textbooks for 7th graders as per the 2007 Revised Curriculums and the 2009 Revised Curriculums with a view to constructing a story-telling-based math teaching-learning method. According to the present analysis of math textbooks complying with 2007 and 2009 Revised Curriculums, story-telling contents were found more often in math textbooks based on the 2009 curriculum. Yet, from the perspective of didactic transposition, the story-telling contents manifest in math textbooks in compliance with the two curriculums hardly showed any difference. Thus, story-telling approaches in math may vary with math teachers' willingness and teaching-learning methods. Hence, the present study devised a story-telling-based math teaching-learning method considering the following points. First, students' levels should be considered in constructing and adapting stories with further and supplementary materials added. Second, teachers' intervention should be minimized for students to build concepts and solve problems for themselves, with concepts of general topics in each area well connected with one another. Third, geometry lessons should use tools to give visuo-tactile stimulation to students. Fourth, story-telling classes, level-based moving classes and smart teaching should be inter-operated. Taken together, the story-telling-based math instruction can vary with math teachers' constant research on textbooks, preparation for lessons and development of learning materials.