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학생들이 즐거운 수학교실 3학년 1학기 나눗셈
판매가
수량
저자
김진호
발행일
2021-01-15
ISBN
978-89-254-1535-2(93370)
페이지
288
판형
46배

“어서와! 나눗셈은 처음이지?”
3학년!! 마침내 수학교과서에 나눗셈이 등장한다. 3학년 학생들에게 나눗셈은 생소할 수 있지만, 나누는 상황은 어렸을 적부터 익숙했을 것이다. 친구들과 과자를 나누어 먹었던 경험이 나눗셈 식으로 표현되는 과정 속에서 학생들의 머릿속에는 어떤 생각이 떠오르고 있을까? 저자는 이 부분을 이렇게 설명하고 있다. ‘학생들은 배운 적이 없는 수학적 지식에 맞닥쳤을 때 자신들이 이미 알고 있는 지식들을 활용해서 이들 지식들을 자기 나름대로 이해한다.’ (책 9쪽)
그렇다. 이 책에서는 나눗셈을 처음 접하는 학생들의 사고과정의 모든 경우의 수를 엿볼 수 있다. 학생들의 사고과정이 곧 ‘학습 내용’이 되기 때문에, ‘학생들이 즐거운 수학교실’에서는 교사가 아닌 학생들이 이끌어가는 수업, 모든 학생들의 생각이 존중받는 수업이 진행된다. 아울러 수업을 통해 학생들이 각자의 다양한 방법으로 나눗셈을 구성해봄으로써 이를 자신의 것으로 만들어내는 과정을 확인할 수 있다.
‘학생들이 즐거운 수학교실’에서는 학생들 간의 열띤 토의와 토론이 반복되어 이루어진다. 초반에는 교사의 발문에 감탄하며 이 책을 읽었지만, 시간이 지날수록 학생들의 대답과 생각에 고개를 끄덕이며 빠져들게 되었다.
이진경(서울 가주초등학교)

추천사1 / iii
추천사2 / vi
서문 / x
Chapter 1. 12개 똑같이 나누기 1
‣교수․학습활동안 ·································································· 2
수업의 실제:1차시 ····································································· 6
<과제의 도입> ······················································································· 6
수업의 실제:2차시 ·································································· 23
<과제 소개> ························································································ 23
<개인 과제 설명하기> ········································································· 33
<개인 활동> ························································································ 35
<개인 활동 2 : 심화 과제 소개> ·························································· 35
수업의 실제:3차시 ·································································· 37
<전체 학급 토론> ················································································ 37
참고문헌 / 58
Chapter 2. 초인종이 울렸어 59
‣교수․학습활동안 ································································ 60
수업의 실제:1차시 ·································································· 64
<과제 소개> ························································································ 64
<개인 활동> ······················································································· 70
수업의 실제:2차시 ·································································· 71
<전체 학급 토론> ················································································ 71
수업의 실제:3차시 ·································································· 86
<심화 과제 도전하기> ········································································· 86
수업의 실제:4차시 ·································································· 98
<전체 학급 토론> ················································································ 98
수업의 실제:5차시 ································································ 112
<전체 학급 토론> ·············································································· 112
참고문헌 / 116
Chapter 3. 과자 나누기 119
‣교수․학습활동안 ······························································ 120
수업의 실제:1차시 ································································ 125
<과제 소개 1 : 과제와 관련된 수학적 개념 소개> ····························· 125
<과제 소개 2 : 활동 순서> ································································ 137
수업의 실제:2차시 ································································ 142
<2인 1 모둠 활동> ············································································ 142
<전체 학급 토론> ·············································································· 143
수업의 실제:3차시 ································································ 151
<전체 학급 토론> ·············································································· 151
수업의 실제:4차시 ································································ 169
<전체 학급 토론> ·············································································· 169
수업의 실제:5차시 ································································ 182
<전차시 수업 내용 상기하기> ··························································· 182
<전체 학급 토론> ·············································································· 183
수업의 실제:6차시 ································································ 198
<전체 학급 토론> ·············································································· 198
부록 1 ····················································································· 203
<과자 나누기 활동지 1> ·································································· 203
<과자 나누기 활동지 2> ··································································· 204
참고문헌 / 205
Chapter 4. 학급 모둠의 수 207
‣교수․학습활동안 ······························································ 208
수업의 실제:1차시 ································································ 212
<과제 소개> ······················································································ 213
<개인 활동> ······················································································ 224
수업의 실제:2차시 ································································ 225
<전시 학습 상기 및 전체 학급 토론> ················································· 225
<전체 학급 토론> ·············································································· 232
수업의 실제:3차시 ································································ 239
<전체 학급 토론> ·············································································· 239
수업의 실제:4차시 ································································ 255
<전차시 수업 중 발생한 아이디어들 정리> ······································· 255
<전체 학급 토론> ·············································································· 257
수업의 실제:5차시 ································································ 269
<전차시 수업 상기> ·········································································· 269
부록 ························································································· 282
<24명으로 모둠 만들기> ·································································· 282
참고문헌 / 283
▪ 찾아보기 ····················································································· 284
김진호
서울교육대학교, 한국교원대학교, 미국 Columbia University에서 수학교육학으로 각각 학사, 석
사, 박사 학위를 취득하고 현재는 대구교육대학교 수학교육과에서 교수로 재직 중이다.
박사학위를 취득 후 줄곧 학습자 중심 수학 수업이란 분야를 연구하고 있다. 이 주제는 전 세계적으
로 많은 수학교육자들이 관심을 갖고 있는 연구 영역이지만, 철학적 배경은 급진적 구성주의이다. 급
진적 구성주의를 바탕으로 한 학습자 중심 수업이 주 연구 영역이다. 이 철학을 교육에서 채택하기
어려워서 많은 연구자들은 사회적 구성주의를 취하기도 한다. 하지만 저자는 구성주의의 절정은 급
진적 구성주의에 있다고 보고 그 관점을 교육에서 실천할 수 있는 방안을 탐구하고 있다. 현재 그 가
능성을 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 자
신의 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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