MiC 교과서의 ‘자료 분석과 확률’ 영역의 과제에 대한 인지적 요구 수준 분석에 따른 과제 유형 탐색

Abstract

Instructional materials including problem situations or problems or tasks on real-life situations are considered as an important and significant factor to lead a successful math instruction. MiC Textbook is a representative one showing good examples and tasks including fluent realistic situations on the basis of the background of the Freudenthal's theory. This study explores concretely and in detail the type of level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study reconstructs and establishes an elaborated analysis framework using 'the cognitive demand level' suggested by Stein, et, al. The cognitive demand level is comprized of four elements such as Memorization Tasks, Procedures Without Connections Tasks, Procedures With Connections Tasks, and Doing Mathematics Tasks. Memorization Tasks and Procedures Without Connections Tasks are considered as low level tasks, and Procedures With Connections Tasks and Doing Mathematics Tasks are as high level tasks. MiC Textbook is comprized of the four areas of 'number', 'algebra', 'geometry and measurement', and 'data analysis and probability'. This study deals with the tasks relevant to ‘data analysis and probability’ areas dealt with in MiC 1, 2, 3 level Textbook, and it analyzes the level of cognitive demands on each task and based on the analysis, it determines the types of tasks. this study concluded, the tasks on the area of 'data analysis and probability' emphasize on preceding the contents to be learned rather than on explanation and checking the learned contents. In addition, the tasks on the area of 'data analysis and probability' can be grown mathematical ability to think through communication between student and student or teather. Finally, this study hopes tp help derive the proper and useful types of tasks in developing domestic teaching and learning materials.