개정 교육과정에 따른 특수교육 수학교육론 2판 > 특수교육/창의성.사고력교육

이 책은 특수교육 교과교육이 총론 수준에서 나아가 각론 수준으로 확대되는 과정에서 특수교육에서의 수학 교육이 어떻게 자리매김을 할 것인지에 대한 고민과 노력의 두 번째 결과물이다. 저자들 모두가 공동의 협력 작업을 통해 보다 나은 결과물을 얻기 위해 노력하였음에도 불구하고, 부족한 부분이 있을 것으로 생각된다. 수학 학습에 어려움을 겪는 학생들을 지도하는 데 애쓰는 독자들의 아낌없는 지적과 조언을 기대한다. 또한, 수학 학습에 어려움을 겪는 학생들에 관해 연구하는 독자들의 날카로운 논의를 기대한다. 이러한 독자들의 지적과 논의는 특수교육에서의 수학 교육에 관한 이론과 실제를 더 굳게 다져가는 기회가 될 것이기 때문이다. 아무쪼록 이 책이 특수교육에서의 수학 교육에 관한 더 많은 논의와 연구를 불러일으키고, 특수교육 현장에서 수학 수업의 질을 끌어올리는 데 유용하게 활용되기를 바란다.

목차

머리말 _ 3

제1부 특수교육 수학 교육의 기초

제1장 수학과 수학 교육 (이필상) ··········································13

1. 수학의 개념 ························································14

2. 수학의 특성과 수학 교육의 성격 ····································17

3. 특수교육대상학생과 수학 교육 ······································26

제2장 수학 교육의 목표 (이성진) ··········································39

1. 수학 교육의 목적 ···················································40

2. 공통 교육과정의 수학 교육 목표 ····································44

3. 기본 교육과정의 수학 교육 목표 ····································48

제3장 수학 교육의 내용 (홍성두) ··········································63

1. 미국의 수학 교육 내용 ··············································64

2. 누리 교육과정의 수학 교육 내용 ····································71

3. 공통 교육과정의 수학 교육 내용 ····································73

4. 기본 교육과정의 수학 교육 내용 ····································82

제4장 수학 교수ㆍ학습 이론 (남윤석) ·····································93

1. Bruner의 EIS 이론 ················································94

2. Freudenthal의 수학화 교수ㆍ학습 ··································98

3. Dienes의 놀이를 통한 수학 학습 ··································102

4. Skemp의 수학적 이해 ············································107

5. Wertheimer의 생산적 사고와 통찰 ·······························111

6. Polya의 문제해결 교육론 ··········································119

7. Montague와 Bos의 인지ㆍ초인지 전략 ···························122

제5장 수학 수업모형 (이대식) ·············································131

1. 수업모형의 기초 ···················································132

2. 직접교수법 수업모형 ···············································132

3. 개념학습 수업모형 ·················································145

4. 원리탐구 수업모형 ·················································148

5. 문제해결 수업모형 ·················································150

제6장 수학 교수ㆍ학습 자료 (고혜정) ····································157

1. 구체성과 추상성 ···················································158

2. 장애유형별 수학 교수ㆍ학습 자료 ··································178

제7장 수학 교육의 평가 (유장순) ·········································189

1. 수학 평가의 목적과 방향 ··········································190

2. 수학 평가의 규준과 내용 ··········································193

3. 수학 평가의 유형과 방법 ··········································199

4. 특수교육대상학생을 위한 평가 수정 ································211

5. 수학 교육과정의 평가 ··············································217

제2부 특수교육 수학 교육의 실제

제8장 수 이전 영역의 교수ㆍ학습 방법 (고혜정) ·······················229

1. 수 이전 영역의 교수ㆍ학습 내용 ···································230

2. 대상영속성 이해하기 ···············································231

3. 변별하기 ··························································233

4. 일대일 대응하기 ···················································237

5. 비교하기 ··························································242

6. 순서 짓기 ·························································245

7. 분류하기 ··························································249

8. 패턴 형성하기 ·····················································250

제9장 수 영역의 교수ㆍ학습 방법 (이필상) ·····························255

1. 수 영역의 교수ㆍ학습 내용 ········································256

2. 개수 세기와 수 세기 ··············································257

3. 기수와 서수 ·······················································262

4. 자릿값과 큰 수 ····················································263

5. 화폐 ·······························································266

6. 분수와 소수 ·······················································269

제10장 연산 영역의 교수ㆍ학습 방법 (홍성두) ··························277

1. 연산 영역의 교수ㆍ학습 내용 ······································278

2. 지산법 ····························································282

3. 연산 학습전략 ·····················································286

4. 연산 오류 분석 ····················································296

5. 어림 측정 전략 ····················································300

6. 공학 활용 ·························································302

7. 문제해결 전략 ·····················································305

8. 곱셈구구 전략 ·····················································319

제11장 도형 영역의 교수ㆍ학습 방법 (남윤석) ··························333

1. 도형 영역의 교수ㆍ학습 내용 ······································334

2. van Hieles의 기하 학습 수준 ·····································337

3. 놀이를 통한 도형 학습 ············································341

4. 조작 활동을 통한 도형 학습 ·······································344

5. 쌓기나무를 활용한 공간 감각 학습 ·································348

6. 컴퓨터를 활용한 도형 학습 ········································351

7. 역동적 평가를 통한 도형 학습 ·····································356

제12장 측정 영역의 교수ㆍ학습 방법 (이대식) ··························361

1. 측정 영역의 교수ㆍ학습 내용 ······································362

2. 측정 영역의 지도 원리 ············································365

3. 길이 ·······························································367

4. 들이 ·······························································373

5. 무게 ·······························································373

6. 넓이 ·······························································374

7. 부피 ·······························································375

8. 시간 ·······························································375

제13장 규칙성 영역의 교수ㆍ학습 방법 (이성진) ·······················379

1. 규칙성 영역의 교수ㆍ학습 내용 ····································380

2. 규칙성 영역의 교수ㆍ학습 방법 ····································387

제14장 자료와 가능성 영역의 교수ㆍ학습 방법 (유장순) ··············395

1. 자료와 가능성 영역의 교수ㆍ학습 내용 ····························396

2. 자료 분류하기 ·····················································398

3. 표로 나타내기 ·····················································402

4. 그래프로 나타내기 ·················································405

5. 대푯값과 평균 ·····················································413

6. 퍼센트와 비율 그래프 ··············································414

7. 가능성과 확률 ·····················································417

부 록 ·······································································421

1. 2022 개정 공통 교육과정 수학과 교육과정 ························423

2. 2022 개정 기본 교육과정 수학과 교육과정 ························470

찾아보기 ······························································538

저자소개

남 윤 석(위덕대학교 특수교육학부 교수)

∙공주교육대학교 

∙공주대학교 대학원(지적장애교육전공, 교육학박사) 

∙논문: 장점 중심 특수교육을 위한 탐색적 연구, 수학 수업에서 나타나는 특수교육대상학생들의 수학 학습 특성의 다양성에 관한 연구, 특수교육 관련 도서 분석을 통한 특수교육학의 학술 동향 탐색 등 

∙저서: 2022 개정 특수교육 기본 교육과정 수학과 교육과정 개발(공저), 특수교육 기본 교육과정 수학 교과서 및 지도서(공저), 특수교육 교과교육론(공저), 특수교육 교재연구 및 지도법(공저), 장애학생 통합교육론(공저), 특수교육 수학교육론(공저) 등

유 장 순(나사렛대학교 중등특수교육과 교수)

∙강남대학교 

∙단국대학교 대학원(지적장애아교육전공, 교육학박사) 

∙논문: 특수학교의 미술교과 시간에 일반학생과의 협동학습이 자폐성장애학생의 사회적 기술에 미치는 영향, 초등학교 통합학급에서 협력교수 실행에 관한 협력 교사들의 인식 분석, 통합교육을 위한 특수교사의 직전교육 방향 탐색 등 

∙저서: 2022 개정 특수교육 기본 교육과정 수학과 교육과정 개발(공저), 특수교육 기본 교육과정 수학 교과서 및 지도서(공저), 특수교육 교재연구 및 지도법(공저), 특수교육 수학교육론(공저), 특수학급 경영론(공저), 통합교육 이론과 실제(공저) 등

이 대 식(경인교육대학교 특수(통합)교육학과 교수)

∙서울대학교 

∙서울대학교 대학원(교육방법전공, 교육학석사) 

∙University of Oregon(특수교육, 박사) 

∙논문: 교육과정 재구성에 대한 교사들의 인식, 학습 어려움, 어떻게 이해하고 대처할 것인가?: 국내 학습장애교육 발전을 위한 과제와 방향, 학습부진학생 지원체제에 대한 경기 지역 초등교사들의 의견, 개별화 교육계획(IEP)의 현장 적합성 강화 방안 등 

∙저서: 학습부진 및 학습장애 교육, 직접교수법에 따른 효과적인 수학 수업(공역), 통합교육의 이해와 실제(공저), 학습장애아동의 이해와 교육(공저), 21세기 특수교사(공역), 학업성공을 위한 학습전략(공역), 영어읽기 학습부진 직접교수법(역) 등

이 필 상(건양대학교 초등특수교육과 교수)

∙대구대학교 

∙대구대학교 대학원(청각ㆍ언어장애교육전공, 문학박사) 

∙논문: 2015 개정 특수교육 기본 교육과정 현장 적용성에 관한 특수교사의 인식 연구, 2015 개정 특수교육 기본 교육과정 수학과 지도에 관한 특수교사의 경험적 인식 연구, 특수교육적 관점에서 바라본 다문화가정 아동, 청각장애아동의 어음변별 및 발성ㆍ발화 특성 등 

∙저서: 특수교육학개론(공저), 최신 특수교육학(공저), 청각장애아교육의 이해(공저), 청각장애아교육(공저), 특수교육 수업컨설팅(공저) 등

홍 성 두(서울교육대학교 유아․특수교육과 교수)

∙단국대학교 

∙서울대학교 대학원(학습장애아교육전공, 교육학박사) 

∙논문: 문장제 문제에 대한 일반아동과 저성취 아동 및 수학학습장애아동의 중재반응 특성 비교 분석, 수학학습장애 진단을 위한 교육과정중심측정 진전도 기울기의 대안적 산출 방안 연구, 장애유무에 따른 국어 ㆍ영어ㆍ수학 교과별 내재동기의 변화 추세

고 혜 정(순천향대학교 특수교육학부 교수)

∙부산대학교 

∙서울대학교 대학원(학습장애아교육전공, 교육학박사) 

∙논문: 수학문장제 문제해결과정에서의 수학학습장애 위험학생 인지상태 진단, 경로분석을 활용한 수학문장제 문제해결력 영향요인에 관한 연구, 수학문장제 문제해결력 향상을 위한 중재 효과 분석 등 

∙저서: 특수교육의 이해(공저), 특수아상담(공저), 특수아동의 이해(공저), 특수학교 기본교육과정 여가활용 교과서 및 지도서(공저) 등

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∙위덕대학교 대학원(특수교육전공, 교육학 박사) 

∙논문: 좋은 수학수업에 대한 초등특수교사의 학습경험 탐색 연구 

∙저서: 2022 개정 특수교육 기본 교육과정 수학과 교육과정 개발(공저), 특수교육 기본 교육과정 수학 교과서 및 지도서(공저), 특수교육에서 함께 디자인하는 좋은 수학 수업(공저)

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