초등학교와 중학교 수학 교과서에 나타난 '규칙성과 함수' 영역의 연계성에 관한 연구 = Study on the Sequences of 'Pattern and Function' in Math Textbooks of Elementary and Middle Schools

다국어 초록 (Multilingual Abstract)

This study aims to analyze the sequences of 'pattern and function' ranging from Math 1-GA/NA to Math 9-GA/NA based on the 7th education course.
Following issues are looked at in order to see whether textbook contents about 'pattern and function' based on the 7th education course are appropriately related.
First, are the education contents for elementary school students (ranging from Math 1-GA/NA to Math 6-/GANA) sequenced?
Second, are the education contents for middle school students (ranging from Math 7-GA/NA to Math 9-GA/NA) sequenced?
Third, are the education contents for elementary and middle school students (ranging from Math 1-GA/NA to Math 9-GA/NA) sequenced?
To carry out the research, the Doosan Corporation textbook was arbitrarily chosen out of primary school textbooks which are currently in use and 13 kinds of middle school textbooks. Based on the judgment criteria and basis of preceding researchers, was phases of the sequences identified of 'pattern and function' as 'repeat', 'development' and 'gap'.
Three results were produced.
First, given the fact that the process of finding rules and corresponding rules are visualized, tabulated and further expressed in relevant equation, the connection phase is 'repeat and development'. This process was dealt in consecutive order, showing interrelation.
Second, the phase is 'advanced development'. It seems that there are few repeated, abruptly progressed or omitted parts in middle school textbooks. With the help of the previous part and full explanation, it is likely to understand the contents.
Third, when finishing the elementary course and moving onto the middle school curriculum, many students at the level of Math 7-GA (freshmen of middle schools) take unfamiliar terms including direct proportion ratio, inverse proportion ratio, function and ordered pair as a totally new chapter

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 5
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 교육과정 연계성 = 7
• 1) 연계성의 개념과 원리 = 7
• 2) 연계성의 판단의 준거와 기준 = 10
• 2. 수학교과에서의 교육내용 연계성 = 16
• 1) 수학과 내용 체계 = 16
• 2) 수학과 교육과정에서의 연계성 = 22
• 3) 수학 교육과정에서의 연계성 분석의 중요성 = 23
• 3. 규칙성과 함수 영역에서의 연계성 = 25
• Ⅲ. 연구 방법 = 27
• 1. 조사 자료 = 27
• 2. 조사 방법 = 28
• 1) 조사 내용 = 28
• 2) 조사 도구 = 33
• 3) 조사 방법 = 34
• Ⅳ. 결과 및 논의 = 36
• 1. 결과 = 36
• 2. 논의 = 41
• Ⅴ. 요약 및 제언 = 43
• 1. 요약 = 43
• 2. 결론 = 44
• 3. 제언 = 46
• 참고문헌 = 47
• Abstract = 49