특수교육 수학교육론 > 특수교육/창의성.사고력교육

최근에는 중등 특수교사 자격 취득을 위한 전공과목의 세부 이수기준이 변경되어 기존 표시과목 관련 교과목(총 38학점)에 특수교육교육과정(기본 교육과정 교과) 3과목 이상이 포함되도록 함으로써 초등특수교사뿐만 아니라 중등특수교사도 수학 교과를 이수할 수 있는 기회가 마련되었다. 이러한 변화에 따라 개정 교육과정의 내용을 반영하고, 더욱 확대된 독자들을 고려한 수학 교육 관련 전문 서적의 필요성에 공감하여, 새롭게 7명의 저자들이 힘을 모았다. 집필에 참여한 저자들은 모두 특수교육대상학생의 수학 교육에 관한 연구 경험을 가지고 있으며, 교사양성 대학이나 대학원 등에서 특수교육대상학생들의 수학 교육에 관한 강의를 수행해 왔다. 이러한 경험을 토대로 특수교육대상학생들에게 수학을 가르치는 데 도움이 되는 내용을 ‘개정 교육과정에 따른 특수교육 수학교육론’에 담아내기 위해 노력하였다.

목차

머리말 __ 3

제1부 특수교육 수학 교육의 기초

제1장 수학과 수학 교육 (이필상) ··········································13

1. 수학의 개념 ························································14

2. 수학의 특성과 수학 교육의 성격 ····································17

3. 특수교육대상학생과 수학 교육 ······································26

제2장 수학 교육의 목표 (이성진) ··········································39

1. 수학 교육의 목적 ···················································40

2. 공통 교육과정의 수학 교육 목표 ····································44

3. 기본 교육과정의 수학 교육 목표 ····································49

제3장 수학 교육의 내용 (홍성두) ··········································65

1. 미국의 수학 교육 내용 ··············································66

2. 누리 교육과정의 수학 교육 내용 ····································73

3. 공통 교육과정의 수학 교육 내용 ····································75

4. 기본 교육과정의 수학 교육 내용 ····································82

제4장 수학 교수ㆍ학습 이론 (남윤석) ·····································91

1. Bruner의 EIS 이론 ················································92

2. Freudenthal의 수학화 교수ㆍ학습 ··································96

3. Dienes의 놀이를 통한 수학 학습 ··································100

4. Skemp의 수학적 이해 ············································105

5. Wertheimer의 생산적 사고와 통찰 ·······························109

6. Polya의 문제해결 교육론 ··········································117

7. Montague와 Bos의 인지ㆍ초인지 전략 ···························120

제5장 수학 수업모형 (이대식) ·············································129

1. 수업모형의 기초 ···················································130

2. 직접교수법 수업모형 ···············································130

3. 개념학습 수업모형 ·················································143

4. 원리탐구 수업모형 ·················································146

5. 문제해결 수업모형 ·················································148

제6장 수학 교수ㆍ학습 자료 (고혜정) ····································155

1. 구체성과 추상성 ···················································156

2. 장애유형별 수학 교수ㆍ학습 자료 ··································176

제7장 수학 교육의 평가 (유장순) ·········································187

1. 수학 평가의 목적과 방향 ··········································188

2. 수학 평가의 규준과 내용 ··········································191

3. 수학 평가의 유형과 방법 ··········································197

4. 특수교육대상학생을 위한 평가 수정 ································209

5. 수학 교육과정의 평가 ··············································215

제2부 특수교육 수학 교육의 실제

제8장 수 이전 영역의 교수ㆍ학습 방법 (고혜정) ·······················225

1. 수 이전 영역의 교수ㆍ학습 내용 ···································226

2. 대상영속성 이해하기 ···············································229

3. 변별하기 ··························································230

4. 일대일 대응하기 ···················································234

5. 비교하기 ··························································240

6. 순서 짓기 ·························································242

7. 분류하기 ··························································246

8. 패턴 형성하기 ·····················································247

제9장 수 영역의 교수ㆍ학습 방법 (이필상) ·····························253

1. 수 영역의 교수ㆍ학습 내용 ········································254

2. 개수 세기와 수 세기 ··············································255

3. 기수와 서수 ·······················································260

4. 자릿값과 큰 수 ····················································261

5. 화폐 ·······························································264

6. 분수와 소수 ·······················································267

제10장 연산 영역의 교수ㆍ학습 방법 (홍성두) ··························275

1. 연산 영역의 교수ㆍ학습 내용 ······································276

2. 지산법 ····························································280

3. 연산 학습전략 ·····················································284

4. 연산 오류 분석 ····················································294

5. 어림 측정 전략 ····················································298

6. 공학 활용 ·························································300

7. 문제해결 전략 ·····················································303

8. 곱셈구구 전략 ·····················································317

제11장 도형 영역의 교수ㆍ학습 방법 (남윤석) ··························331

1. 도형 영역의 교수ㆍ학습 내용 ······································332

2. van Hieles의 기하 학습 수준 ·····································335

3. 놀이를 통한 도형 학습 ············································339

4. 조작 활동을 통한 도형 학습 ·······································342

5. 쌓기나무를 활용한 공간 감각 학습 ·································346

6. 컴퓨터를 활용한 도형 학습 ········································349

7. 역동적 평가를 통한 도형 학습 ·····································353

제12장 측정 영역의 교수ㆍ학습 방법 (이대식) ··························359

1. 측정 영역의 교수ㆍ학습 내용 ······································360

2. 측정 영역의 지도 원리 ············································363

3. 길이 ·······························································365

4. 들이 ·······························································371

5. 무게 ·······························································371

6. 넓이 ·······························································372

7. 부피 ·······························································373

8. 시간 ·······························································373

제13장 규칙성 영역의 교수ㆍ학습 방법 (이성진) ·······················377

1. 규칙성 영역의 교수ㆍ학습 내용 ····································378

2. 규칙성 영역의 교수ㆍ학습 방법 ····································385

제14장 자료와 가능성 영역의 교수ㆍ학습 방법 (유장순) ··············393

1. 자료와 가능성 영역의 교수ㆍ학습 내용 ····························394

2. 자료 분류하기 ·····················································396

3. 표로 나타내기 ·····················································400

4. 그래프로 나타내기 ·················································403

5. 대푯값과 평균 ·····················································411

6. 퍼센트와 비율 그래프 ··············································412

7. 가능성과 확률 ·····················································415

부 록 ·······································································419

1. 2015 개정 공통 교육과정 수학과 교육과정 ························421

2. 2015 개정 기본 교육과정 수학과 교육과정 ························463

찾아보기 ······························································502

저자소개

남 윤 석 (위덕대학교 특수교육학부 교수)

∙공주교육대학교 ∙공주대학교 대학원(지적장애교육전공, 교육학박사) ∙논문: 장점 중심 특수교육을 위한 탐색적 연구, 수학 수업에서 나타나는 특수교육대상학생들의 수학 학습 특성의 다양성에 관한 연구, 특수교육 관련 도서 분석을 통한 특수교육학의 학술 동향 탐색 등 ∙저서: 2015 개정 특수교육 기본 교육과정 수학과 교육과정 개발(공저), 특수교육 기본 교육과정 수학 교과서 및 지도서(공저), 특수교육 교과교육론(공저), 특수교육 교재연구 및 지도법(공저), 장애학생 통합교육론(공저), 특수교육 수학교육론(공저) 등

유 장 순 (나사렛대학교 중등특수교육과 교수)

∙강남대학교 ∙단국대학교 대학원(지적장애아교육전공, 교육학박사) ∙논문: 특수학교의 미술교과 시간에 일반학생과의 협동학습이 자폐성장애학생의 사회적 기술에 미치는 영향, 초등학교 통합학급에서 협력교수 실행에 관한 협력교사들의 인식 분석, 통합교육을 위한 특수교사의 직전교육 방향 탐색 등 ∙저서: 2015 개정 특수교육 기본 교육과정 수학과 교육과정 개발(공저), 특수교육 기본 교육과정 수학 교과서 및 지도서(공저), 특수교육 교재연구 및 지도법(공저), 특수교육 수학교육론(공저) , 특수학급 경영론(공저), 통합교육 이론과 실제(공저) 등

이 대 식 (경인교육대학교 특수(통합)교육학과 교수)

∙서울대학교 ∙서울대학교 대학원(교육방법전공, 교육학석사) ∙University of Oregon(특수교육, 박사) ∙논문: 교육과정 재구성에 대한 교사들의 인식, 학습 어려움, 어떻게 이해하고 대처할 것인가?: 국내 학습장애교육 발전을 위한 과제와 방향, 학습부진학생 지원체제에 대한 경기 지역 초등교사들의 의견, 개별화교육계획(IEP)의 현장 적합성 강화 방안 등 ∙저서: 학습부진 및 학습장애 교육, 직접교수법에 따른 효과적인 수학 수업(공역), 통합교육의 이해와 실제(공저), 학습장애아동의 이해와 교육(공저), 21세기 특수교사(공역), 학업성공을 위한 학습전략(공역), 영어읽기 학습부진 직접교수법(역) 등

이 필 상 (건양대학교 초등특수교육과 교수)

∙대구대학교 ∙대구대학교 대학원(청각·언어장애교육전공, 문학박사) ∙논문: 2015 개정 특수교육 기본 교육과정 현장 적용성에 관한 특수교사의 인식 연구, 2015 개정 특수교육 기본 교육과정 수학과 지도에 관한 특수교사의 경험적 인식 연구, 특수교육적 관점에서 바라본 다문화가정 아동, 청각장애아동의 어음변별 및 발성·발화 특성 등 ∙저서: 특수교육학개론(공저), 최신 특수교육학(공저), 청각장애아교육의 이해(공저), 청각장애아교육(공저), 특수교육 수업컨설팅(공저) 등

홍 성 두 (서울교육대학교 유아․특수교육과 교수)

∙단국대학교 ∙서울대학교 대학원(학습장애아교육전공, 교육학박사) ∙논문: 문장제 문제에 대한 일반아동과 저성취 아동 및 수학학습장애아동의 중재반응 특성 비교 분석, 수학학습장애 진단을 위한 교육과정중심측정 진전도 기울기의 대안적 산출 방안 연구, 장애유무에 따른 국어·영어·수학 교과별 내재동기의 변화 추세

고 혜 정 (위덕대학교 특수교육학부 교수)

∙부산대학교 ∙서울대학교 대학원(학습장애아교육전공, 교육학박사) ∙논문: 수학문장제 문제해결과정에서의 수학학습장애 위험학생 인지상태 진단, 경로분석을 활용한 수학문장제 문제해결력 영향요인에 관한 연구, 수학문장제 문제해결력 향상을 위한 중재 효과 분석 등 ∙저서: 특수교육의 이해(공저), 특수아상담(공저), 특수아동의 이해(공저), 특수학교 기본교육과정 여가활용 교과서 및 지도서(공저) 등

이 성 진 (경희학교 교사)

∙위덕대학교 ∙위덕대학교 대학원(특수교육전공, 교육학 박사) ∙논문: 좋은 수학수업에 대한 초등특수교사의 학습경험 탐색 연구 ∙저서: 특수교육 기본 교육과정 중학교 수학 교과서 및 지도서(공저), 특수교육 기본 교육과정 고등학교 수학 교과서 및 지도서(공저)

배송

교환