확률과 통계 단원에서 중등교사임용시험 문제와 중등수학 교육과정의 연계성에 관한 연구

국문 초록 (Abstract)

국 문 초 록

확률과 통계 단원에서 중등교사 임용시험문제와 중등수학 교육과정의 연계성에 관한 연구

최 미 경
국민대학교 교육대학원 수학교육전공

현행 교육과정을 보면 점차 중등학교의 수학에서 확률과 통계가 강조되어 지고 있다. 교육과정이 변화함에 따라 확률과 통계 단원이 독립적인 형태의 교과로 자리매김하고 있는 실정이다. 이러한 흐름으로 볼 때 중등교육을 책임지고 이끌어가야 할 중등교사가 그의 전문자적 자질과 소양을 알아보는 임용시험에서는 과연 확률과 통계 단원이 어떠한 방식으로 얼마만큼의 비중을 차지하고 있는지 분석해 보고자 한다. 중등교육과정에 비추어 볼 때 확률과 통계 단원이 임용에서 어떻게 이뤄지고 있는지 개선점은 무엇인지 알아보고자 하는 것이 목적이다.
본 연구를 통하여 얻은 결론은 다음과 같다.
1. 2002학년도부터 10년간 출제비율이 점차 높아졌고, 3문제로 적지 않은 문항이 출제되고 있다.
2. 한국교육과정평가원의 표시과목별 평가 내용요소에 따라 분류해본 결과, 확률분포가 가장 많이 출제되어지고 있었다.
3. 중등교육과정과 임용시험은 내용면에서의 연계성이 명확하게 나타났고, 조금 더 전문적인 문제가 출제 되었다.
4. 임용시험에서 확률과 통계라는 단원이 고등학교 수준에서도 엄연히 ‘확률, 통계, 순열과 조합’으로 구분된다. 그런데 평가내용요소가 ‘자료의 정리, 확률분포, 추정, 검정’으로 구분되어 지고 있다. 또한, 자료의 정리 부분은 10년간 한문제도 출제되고 있지 않다.
5. 이론 형태의 문제를 벗어나지 못하고 있다.

이러한 결과를 토대로 본 논문에서 문제에 대한 개선방향을 모색해보고자 한다.

다국어 초록 (Multilingual Abstract)

Abstract

A research on the topics of statistics in the middle school teacher’s entering examination and the school’s mathematics curriculum.

by Mi-Kyoung Choi
Mathematics Education
Graduate School Kook-Min
University Seoul, Korea

In the current educational curriculum, probabilities and statistics of middle school mathematics education is strongly emphasized. As mathematics curriculum changes, probabilities and statistics is becoming an independent course of study. Because of the importance on the topic of statistics in middle school, it’s is essential that teacher’s knowledge on the topic is at a certain level. Therefore, the entering exam of the teacher needs to be analyzed how much of the exam contain the topics on statistics. The object of the analysis should be on how the topic of statistics is coordinated on the exam and if its not, how it will be remediated.
Below is the conclusion of the research.
1. The teacher entering exams are having a higher rate of probabilities and statistics questions for the last 10 years that are about 3 questions which is somewhat considered a lot.
2. From researching Korea Institute for Curriculum and Evaluation, questions on probabilities have been on the tests most.
3. On the curriculum and on the entering exams, there were clearly a connection and there were more sophisticated and detailed questions were given.
4. In the exams for the high school teacher examinations, the topics of statistics and probabilities were separated by probabilities, statistics, permutations and combinations.
However, evaluation of the exams separated and enforced on ‘the organization of the resources, distribution of probability questions, and questions on theories and hypothesis.
5. The questions are barely surfacing on the theoretical parts

On the basis of the results, remediation and improvements should be more researched.

목차 (Table of Contents)

• 목 차
• Ⅰ.서론 ··············································1
• 1. 연구의 필요성 및 목적 ··········································· 1
• 2. 연구 문제 ··························································· 3
• 3. 연구 방법 ························································· 3
• 4. 연구의 제한점 ······················································ 4
• Ⅱ. 이론적 배경 ··································· 5
• 1. 중등교육과정 ······················································ 5
• 2. 수학과 임용시험의 확률과 통계학 평가 영역 및 평가 내용 요소 ··6
• 3. 2009, 2012 개정 교육과정 (확률과 통계 영역) ··················7
• Ⅲ. 연구의 실제······································21
• 1. 연도별 확률과 통계학의 출제문항 수 및 출제비율 ············· 21
• 2. 확률과 통계학 출제문항의 영역별 빈도수 ····················· 22
• 3. 중등교육에서의 확률과 통계학···································25
• 4. 중등임용 확률과 통계 문항 분석 및 중등학교와의 연관성 ···· 27
• Ⅳ. 결론 및 제언 ······························· 59
• Ⅴ. 참 고 문 헌 ··································· 62
• Ⅵ. Abstract ···································· 64