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추천사2 / vi 서문 / ix Chapter 1. 100 수배열표 만들기 1 교수 학습활동안 ·································································· 2 수업의 실제：1차시 ······································································ 5 [활동 소개] ··························································································· 5 [시범 보이기] ······················································································ 13 수업의 실제：2차시 ··································································· 21 [전체 학급 활동：활동 1] ··································································· 21 수업의 실제：3차시 ··································································· 34 [전체 학급 활동：활동 2] ·································································· 34 참고문헌 / 48 Chapter 2. 도깨비 나라의 동전 49 교수 학습활동안 ································································ 50 수업의 실제：1차시 ··································································· 54 [활동 소개] ························································································· 54 [개별 활동하기] ·················································································· 63 [전체 학급 토론] ················································································· 65 수업의 실제：2차시 ··································································· 72 [지난 시간 발생한 상황들 상기] ·························································· 72 [개별 활동] ························································································· 79 [전체 학급 토론] ················································································· 80 참고문헌 / 87 Chapter 3. 추석에 만난 가족의 수 89 교수 학습활동안 ································································ 90 수업의 실제：1차시 ··································································· 93 [활동 소개 1: 가족 그림 그리기] ························································· 93 [활동 소개 2: 모둠별 친척의 수 구하기] ············································· 97 [전체 학급 토론] ················································································· 99 수업의 실제：2차시 ································································· 103 [전체 학급 토론] ··············································································· 103 [심화 활동 2: 우리 반 친구들이 만난 친척의 수] ······························ 108 참고문헌 / 114 Chapter 4. 등호 115 교수 학습활동안 ······························································ 116 수업의 실제 ·············································································· 119 [활동 소개] ······················································································ 119 [개별 활동 시작] ··············································································· 120 [전체 학급 토론] ··············································································· 121 [과제 2] 관계로서의 등호 이해하기 ·················································· 128 [과제 3] 0의 성질을 이용한 등호 이해하기 ······································ 132 참고문헌 / 135 Chapter 5. 주사위 굴리기 137 교수 학습활동안 ······························································ 138 수업의 실제：1차시 ································································· 142 [덧셈 게임：기본 과제] ···································································· 142 [덧셈 게임：기본 과제]：짝 활동 시작 ············································· 149 [덧셈 게임：심화 과제] 소개 및 짝 활동 시작 ·································· 149 수업의 실제：2차시 ································································· 152 [덧셈 게임：심화 과제]：짝 활동 시작 ············································· 152 [전체 학급 토론] ··············································································· 153 수업의 실제：3차시 ································································· 164 [뺄셈 게임：기본 과제] 소개하기 ····················································· 164 [뺄셈 게임：기본 과제]：짝 활동으로 시작 ······································ 171 [전체 학급 토론] ··············································································· 172 수업의 실제：4차시 ································································· 184 [뺄셈 게임：기본 과제 및 심화 과제] 수행하기 ································ 184 [전체 학급 토론] ··············································································· 185 수업의 실제：5차시 ································································· 195 [덧셈 게임：심화 과제] 및 [뺄셈 게임：심화 과제] 소개 ················· 195 [2인 1모둠 활동] ·············································································· 201 [전체 학급 토론] ··············································································· 201 수업의 실제：6차시 ································································· 209 [전시학습 확인 및 [뺄셈 게임：심화 과제] 활동 재개] ····················· 209 [전체 학급 토론] ··············································································· 210 수업의 실제：7차시 ································································· 223 [전체 학급 토론] ··············································································· 223 수업의 실제：8차시 ································································· 239 [전체 학급 토론] ··············································································· 239 참고문헌 / 256 Chapter 6. 무당벌레 257 교수 학습활동안 ······························································ 258 수업의 실제 1 ··········································································· 262 [활동 소개하기] ················································································ 262 [학생 활동 1: 이야기 꾸미기] ·························································· 269 [학생 활동 2：한 벌 활동] ······························································ 270 수업의 실제 2 ··········································································· 273 [내가 만든 이야기 공유하기] ···························································· 273 참고문헌 / 293 ? 찾아보기 ····················································································· 294 |
저자 소개 1
서울교육대학교, 한국교원대학교, 미국 Columbia University에서 수학교육학으로 각각 학사, 석사, 박사 학위를 취득하고 현재는 대구교육대학교 수학교육과에서 교수로 재직 중이다. 현재까지 약 100여 편의 논문(학술지 게재 및 발표대회 발표)을 발표하였다. 또한, 약 100여 권의 책을 집필 또는 번역하였다. 이들 연구 활동의 중심 주제는 “학습자 중심 수학 수업”이었다. 전 세계적으로 수학교육자들이 현재 가장 실천에 옮기고 싶은 수학 수업이 학습자 중심 수업이다. 수학교육자마다 조금씩 다른 학습자 중심 수업을 주장한다. 나 또한 그들 중 한 연구자로 내 방식대로의 학
서울교육대학교, 한국교원대학교, 미국 Columbia University에서 수학교육학으로 각각 학사, 석사, 박사 학위를 취득하고 현재는 대구교육대학교 수학교육과에서 교수로 재직 중이다. 현재까지 약 100여 편의 논문(학술지 게재 및 발표대회 발표)을 발표하였다. 또한, 약 100여 권의 책을 집필 또는 번역하였다. 이들 연구 활동의 중심 주제는 “학습자 중심 수학 수업”이었다. 전 세계적으로 수학교육자들이 현재 가장 실천에 옮기고 싶은 수학 수업이 학습자 중심 수업이다. 수학교육자마다 조금씩 다른 학습자 중심 수업을 주장한다. 나 또한 그들 중 한 연구자로 내 방식대로의 학습자 중심 수업을 이론화시키고 구체화시키고 있다. 그런 연구 활동의 결과를 토대로, 현재는 2022 수학과 교육과정에 따른 국정 1-2학년군 수학교과용 도서 집필 책임자로 활동 중이다.
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품목정보
- 발행일
- 2021년 03월 15일
- 쪽수, 무게, 크기
- 312쪽 | 188*257*30mm
- ISBN13
- 9788925415765
출판사 리뷰
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꿀잼이 흐르는 수학교실의 비법!
우리는 가르치는 것이 좋은 사람들입니다. 가르치는 기쁨을 사랑합니다. 그래서 언제나 꿈꿉니다. 호기심으로 반짝이는 아이들의 눈망울, 작은 아르키메데스들이 저마다의 유레카를 외치는 교실의 풍경을. 그리고 그 한가운데서 열정적으로 무언가를 가르치고 있는 자신의 모습을 상상합니다. 하지만 무대 아래 관객으로 남아버린 학생들에게 수학하기는 여전히 즐거운 것일까요? 이 책은 오롯이 학생들의 아이디어가 주인공이 되는 수학교실 속으로 우리를 초대합니다. 이곳에서 학생들은 저마다의 기상천외한 생각으로 덧셈과 뺄셈의 방식을 창조합니다. 서툴렀던 아이디어들은 서로 간의 소통에 의해 더 큰 앎으로 번져갑니다. 친구의 생각을 지렛대 삼아 수학적 개념들은 점차 연결되고 학생들은 모두 자신만의 수학을 구성해 갑니다. 이 책을 읽는 내내 여러분은 도전적인 과제도 이해해보려 안간힘을 쓰는 학생들의 끈기에 놀라고 그들의 새로운 발상에 감탄할 것입니다. 여느 학자들만큼이나 진지한 토론으로 수학적 오류들을 수정해가는 학생들의 열렬한 팬이 되어갈 것입니다. 그리고 마침내 여러분의 마음속엔 ‘모든 아이들은 스스로 생각해내는 기쁨 속에서 성장할 수 있다’는 굳건한 믿음이 자리 잡게 될 것입니다. 전국의 모든 예비교사와 좋은 수업을 고민하는 모든 분들이 이 책을 읽기를 소망합니다. 책의 마지막을 덮을 땐 제가 그랬듯 여러분의 가슴도 뛰고 있을 것입니다. 우리가 늘 꿈꾸던, ‘모든 아이들이 즐거운 수학교실’의 구체적인 모습이 바로 여기 있기 때문입니다. |
