초등학교 기하의 차이와 반복 = Difference and Repetition in Elementary School Geometry

다국어 초록 (Multilingual Abstract)

This study examines the changes and continuities in elementary school geometry, considering its long-standing tradition within mathematics education. First, the study analyzes the longitudinal changes in elementary geometry content—identifying what has been maintained, added, or removed and compares these elements vertically with middle school geometry. Second, the study investigates specific textbook representations of four key topics: polygons, prisms, translation (sliding), and circumference of circle. By comparing current textbooks with those from past curricula (specifically from the 1st to 3rd curricula). Based on these analyses, the study proposes three directions for the improvement of elementary geometry education. First, it suggests developing a cyclical system where definitions can be re-examined and deepened, such as reintroducing the concept of closed curves or dynamic definitions of solids. Second, it calls for diversifying activities and reasoning tasks to include more conjecture and argumentation, moving beyond simple identification or calculation. Finally, it emphasizes the need to research "Big Ideas" to provide a structural connection between elementary and middle school geometry, ensuring a more integrated and consistent learning experience.