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 교수·학습론 ····················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