수학적 소양 (Mathematical Literacy)에 대하여

• 영문명: Reconsidering Mathematical Literacy
• 발행기관: 대한수학교육학회
• 저자명: 주미경
• 간행물 정보: 『수학교육학연구』제12권 2호, 163~180쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.05.31

영문 초록

The purpose of this paper is to reconsider the meaning of mathematical literacy based on the investigation of the nature of mathematical knowledge communicated in university level mathematics classes. The analysis of classroom discourse has revealed three different kinds of mathematical knowledge circulated in mathematics class, which include 'factual mathematics', 'mathematical fantasy', and 'mathematical savior faire.' The fact that a mathematics teacher delivers diverse categories of mathematics knowledge suggests that the mathematical literacy is not confined to the development of technical competence. More specifically, the kinds of mathematical knowledge identified above tell that mathematical literacy developed through learning mathematics reflects the cultural norms and values of doing mathematics. This means that mathematical literacy is not merely involve with technical competence but rather with cultural competence. In this regard, this paper highlights the meaning of mathematical literacy as a cultural identity, which has been under-estimated in the theory and practice of mathematics education dominated by technocracy of the twentieth century. In particular, the notion of mathematical savior faire implies that teaching and learning mathematics ultimately deals with a system of cultural meaning. Hence, through learning mathematics, a learner gets transformed as a whole person according to the cultural norms and values. In this regard, it is concluded that mathematical literacy can be considered as a necessary condition to become a competent member of mathematics com-munity sharing cultural norms of doing mathematics as well as a repertoire of mathematical skills.

목차

Ⅰ. 서론

Ⅱ. ‘수학적 소양’으로의 민족지학적 접근

Ⅲ. 수학 교실에서 전달되는 지식의 범주

Ⅳ. 결론: 수학 사회의 문화적 정체성으로서의 수학적 소양

참고문헌