2011 개정에서 2022 개정 초등수학 교육과정까지 도형과 측정 영역 성취기준에 포함된 수행동사에 대한 분석 연구 = A Study on Performance Verbs of Achievement Standard in the Geometry and Measurement of Elementary Mathematics Curriculum from 2011 to 2022

다국어 초록 (Multilingual Abstract)

This study classified and analyzed the performing verbs included in the achievement standard in the figures and measurement areas of the elementary mathematics curriculum revised in 2011, 2015, and 2022 based on RBT as an analysis framework. The research results accordingly are as follows. First, total number of performing verbs(297) was higher than the number of all achievement standards(192) included in the figures and measurement areas of the 2011, 2015 and 2022 revisions. At this time, it was found that the ratio of the number of performing verbs to the number of achievement standards was 1.55. Second, the ranking and ratio of total performing verbs included in the figure and measurement area by category were ‘understand(46%)', ‘remember(21%)', ‘apply(16%)' in order. At this time, 83% of the low-dimensional categories of RBT were ‘understand', ‘remember', and ‘apply', while the upper categories ‘analysis', ‘evaluate', and ‘creat' were 17%. Third, from the 2011 to the 2022 revision, the ratio of performing verbs included in the achievement standards of the figure and measurement area showed differences in RBT category by each grade group in all of the revised curriculum. However, the difference in RBT category was generally not significant in the shape and measurement area of each revised curriculum.