2022 개정 수학과 교육과정을 반영한 초등수학교육론 > 교육학

미래의 교사가 될 예비교사들 그리고 현직 교사들은 개정된 (수학과) 교육과정의 정신과 실천적 과제를 잘 이해한 후 적용할 필요가 있다. 교육실천가인 이들이 수학과 교육과정의 정신을 잘 이해하고 실천했을 때 비로소 우리나라의 수학교실의 풍경이 2022 수학과 교육과정에서 추구하는 풍경에 근접할 수 있을 것이다. 저자들은 이 책의 내용이 예비 교사 및 현직 교사들이 2022 개정 수학과 교육과정을 이해하는 데 도움이 될 수 있도록 2022 수학과 교육과정의 다양한 측면들을 다루려고 노력하였다. 

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머리말 / 3

제1장 수학교육의 이해 ···································································9

1. 수학교육의 목적과 가치 ························································9

2. 수학교육의 대상, 방법, 목표 ·················································16

제2장 초등학교 수학과 교육과정 ·····················································31

1. 수학과 교육과정의 변천 ·······················································31

2. 우리나라 초등학교 수학과 교육과정의 변천 ································41

3. 2022 개정 교육과정 ···························································52

제3장 2022 개정 수학과 교육과정에 적합한 교수ㆍ학습론 ····················65

1. 구패러다임인 교사 중심 수업에 적합한 수업 신념 및 관행 ··············66

2. 2022 개정 수학과 교육과정에 충실한 수업 신념 및 관행 ···············70

3. 실천하기 어렵지만 도전하기 ··················································85

제4장 수학학습심리학Ⅰ ·································································95

1. 자극반응이론 ····································································96

2. 피아제(Jean Piaget)의 수학 학습 이론 ····································104

3. 브루너(J. S. Bruner)의 수학 학습 지도 원리 ·····························115

4. 디에네시(Z. P. Dienes)의 수학 학습 원리 ································125

제5장 수학학습심리학Ⅱ ·······························································137

1. 스켐프(R. R. Skemp)의 수학학습심리학 ··································137

2. 프로이덴탈(Hans Freudenthal)의 현실적 수학교육 ·····················142

3. 반 힐레(van Hieles)의 기하적 사고 수준 ·································154

4. 비고츠키(Vygotsky)의 근접발달영역과 수학학습 ·························162

제6장 맞춤형 교육 ······································································171

1. 수학 학습 지원 대상 학생의 지도 ··········································172

2. 수학 영재 학생의 지도 ·······················································191

제7장 수학적 역량 ······································································213

1. 수학적 역량의 의미 ···························································214

2. 교육과정과 수학적 역량 ······················································221

3. 수학적 역량의 종류 ···························································227

제8장 수학적 사고 ······································································251

1. 수학적 사고의 유형과 의미 ··················································253

2. 수학과 교육과정 내용 영역에 기반을 둔 수학적 사고 ···················268

3. 수학하기와 수학적 추론 과정에서의 수학적 사고의 상호 연관성 ······278

4. 결론 ·············································································282

제9장 문제해결 지도 ···································································285

1. 문제와 문제해결의 의미 ······················································286

2. 교과 역량으로서 문제해결 ···················································291

3. 문제해결 지도 방법론 ························································297

제10장 수학 교구와 공학 도구 ························································315

1. 수학 교구 ······································································316

2. 공학 도구의 활용 ·····························································330

3. 교구 및 공학 활용 시 유의점 ···············································346

제11장 다문화 수학교육 ·································································351

1. 포용적 교육(Inclusive Education)과 다문화 교육현황 ·················351

2. 다문화 교육의 기초: 문화 대응 교수법 ····································357

3. 수학교육에서의 문화 대응 교육 ·············································369

제12장 수학과 평가 ······································································389

1. 수학교육에서 평가 ····························································390

2. 수학과 교육과정에서 평가의 변화 ··········································397

3. 수학교육에서 평가 방법 ······················································404

찾아보기 ···········································································429

저자소개

김진호

대구교육대학교

Columbia University, Teachers College, ED. D.

강윤지

서울소의초등학교

서울교육대학교, 교육학 박사

김동원

청주교육대학교

서울대학교, 교육학 박사

김성준

부산교육대학교

서울대학교, 교육학 박사

도주원

서울용암초등학교

서울교육대학교, 교육학 박사

박문환

춘천교육대학교

서울대학교, 교육학 박사

박주경

서울오륜초등학교

서울교육대학교, 교육학 박사

이대현

광주교육대학교

한국교원대학교, 교육학 박사

이동환

부산교육대학교

서울대학교, 교육학 박사

이화영

한국과학창의재단

건국대학교, 교육학 박사

조호윤

Capital University, Columbus, Ohio, USA

Columbia University, Teachers College, Ph. D. in Mathematics Education

한채린

전주교육대학교

서울대학교, 교육학 박사

배송

교환