학생들이 즐거운 수학교실 3학년 1학기 덧셈‧뺄셈 > 교육학

교사들이 원하는 수업! 교사인 내가 원하는 수업!
학생들의 생각을 따라가며 자연스럽게 교육과정이 재구성되는 수업!
이런 수업은 어쩌면 꿈에서 도전하면 이루어지려나 하고 종종 생각했었습니다.
그러던 어느 날 교수님께서 학생들을 데리고 수업을 하겠다고 처음 제안해 주시고 우리 반 아이들과 함께 수업하는 모습을 보면서 ‘아하! 이렇게도 수업이 되는구나!’라는 것을 절실히 느꼈습니다. 그래서 2년이 지나고 다시 한번 더 수업 요청이 왔을 때 교사인 저는 흔쾌히 함께하겠다고 대답을 했습니다. 흔쾌히 대답할 수 있었던 이유는 먼저, 이 책의 주인공 3학년 학생들 중 일부는 1학년 때 교수님이랑 수업을 했는데 수업 시간에 했던 활동들과 그 활동들을 하면서 자신이 어떤 반응을 보였는지를 2년이 지나도록 여전히 기억하고 이야기를 하는 학생들이 있었기 때문입니다. 돌아서면 잊어버린다는 학생들이, 2년이 지나도록 기억하고 있다는 것은 학생들에게 정말 의미가 있는 수업이었기 때문이 아닐까 하는 생각을 해 보게 됩니다. 또한 학부모님들께서도 당시 아이들이 1학년이었지만 교수님과 나눈 대화, 교수님과 수업 후 담임과의 추가 활동들에 대해 학생들의 이야기를 듣고, 우리 아이의 생각이 커가는 것을 느낄 수 있었다는 의견과 함께 흔쾌히 수업에 동의해 주셨습니다. 이런 점들을 보면 교수님께서 실천하신 수업 방법이 100%는 아니더라도 교사와 학생과 학부모가 만족하고 수업을 또 하면 좋겠다고 생각하게 하는 흔치 않은 수업 방법이 아니었나 하고 생각해 봅니다.

목차

추천사1 / iii
추천사2 / vi
추천사3 / ix
머리말 / xiii
Chapter 1. 오늘의 수 1
‣교수․학습활동안 ································································· 2
수업의 실제：1차시 ····································································· 5
<과제 소개> ·························································································· 5
<개인 활동 시작> ·················································································· 6
<전체 학급 토론> ················································································ 10
수업의 실제：2차시 ·································································· 18
<전체 학급 토론> ················································································ 18
수업의 실제：3차시 ·································································· 33
<“오늘의 수” 1차시 및 2차시 수업 상기> ············································ 33
참고문헌 / 46
Chapter 2. 동전은 몇 살일까 49
‣교수․학습활동안 ······························································· 50
수업의 실제：1차시 ·································································· 53
<과제 소개> ························································································ 53
수업의 실제：2차시 ·································································· 59
<학생의 시범> ····················································································· 65
<개인 활동 1, 개인 활동 2, 심화활동의 병행> ···································· 69
수업의 실제：3차시 ·································································· 77
<개인 활동 2와 심화활동> ·································································· 77
<개인 활동 1에 대한 전체 학급 토론> ················································· 80
수업의 실제：4차시 ·································································· 91
<전체 학급 토론> ················································································ 91
수업의 실제：5차시 ································································ 107
<개인 활동 1에 대한 전체 학급 토론> ·············································· 107
<개인 활동 2에 대한 전체 학급 토론> ·············································· 121
수업의 실제：6차시 ································································ 135
<심화활동에 대한 전체 학급 토론> ··················································· 135
참고문헌 / 150
Chapter 3. 돼지 게임 151
‣교수․학습활동안 ····························································· 152
수업의 실제：1차시 ································································ 156
<과제 소개> ······················································································ 156
<2인 1 모둠 활동> ············································································ 165
<전체 학급 토론> ·············································································· 167
수업의 실제：2차시 ································································ 169
<전체 학급 토론> ·············································································· 169
수업의 실제：3차시 ································································ 181
<전체 학급 토론> ·············································································· 181
<과제 소개> ······················································································ 189
수업의 실제：4차시 ································································ 192
<과제 소개> ······················································································ 192
<2인 1 모둠 활동> ············································································ 195
<전체 학급 토론> ·············································································· 198
수업의 실제：5차시 ································································ 203
<전체 학급 토론> ·············································································· 203
수업의 실제：6차시 ································································ 218
<전체 학급 토론> ·············································································· 218
수업의 실제：7차시 ································································ 231
<전체 학급 토론> ·············································································· 231
수업의 실제：8차시 ································································ 243
<전체 학급 토론> ·············································································· 243
수업의 실제：9차시 ································································ 255
<전체 학급 토론> ·············································································· 255
<덧셈 뺄셈 단원 수업에 대한 학생들의 소회> ··································· 257
참고문헌 / 266
▪ 찾아보기 ····················································································· 267

저자소개

김진호
서울교육대학교, 한국교원대학교, 미국 Columbia University에서 수학교육학으로 각각 학사, 석사, 박사 학위를 취득하고 현재는 대구교육대학교 수학교육과에서 교수로 재직 중이다.
박사학위를 취득 후 줄곧 학습자 중심 수학 수업이란 분야를 연구하고 있다. 이 주제는 전 세계적으로 많은 수학교육자들이 관심을 갖고 있는 연구 영역이지만, 철학적 배경은 급진적 구성주의이다. 급진적 구성주의를 바탕으로 한 학습자 중심 수업이 주 연구 영역이다. 이 철학을 교육에서 채택하기 어려워서 많은 연구자들은 사회적 구성주의를 취하기도 한다. 하지만 저자는 구성주의의 절정은 급진적 구성주의에 있다고 보고 그 관점을 교육에서 실천할 수 있는 방안을 탐구하고 있다. 현재 그 가능성을 탐구하고 있으며, 점차 초등학교 전 영역에서 이 접근을 실현할 수 있는지를 탐구할 것이다. 물론, 현재 발달시키고 있는 이론들을 좀 더 세련시키는 작업도 동반할 것이다. 많은 연구자들이 자신의 연구 결과물의 끝이 어딘지 모르겠다고 하였듯이, 저자 또한 자신의 연구의 결과물이 어디에서 멈출지 모른다. 다만, 저자는 많은 초등학생들이 수학을 즐기면서 학습할 수 있는 방안을 탐구하기를 멈추지 않을 것이다.
∙ 미국 컬럼비아대학교 사범대학 수학교육과 교육학박사
∙ 2007 개정 교육과정 초등수학과 집필
∙ 2009 개정 교육과정 초등수학과 집필
∙ 2015 개정 교육과정 초등수학과 집필
∙ 한국수학교육학회 영문학술지 “수학교육학연구” 편집위원장
∙ 대구교육대학교 수학교육과 교수

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