창의융합교육 관점에서 바라본 체육 교과서의 수학적 내용 분석

초록

Physical Education is one of unique subject matters that totally include humanistic, societal-cultural, and natural science contents on the basis of physical activity. Although Korean physical education textbooks has included various contents of other subject matters, little academic and education attention is being given in physical education community. In a sense, the purpose of this paper is to analyze mathematical contents that have been implied to physical education textbooks in the elementary, middle and high school levels in terms of creativity-convergence education. For doing this, total 30 textbooks(8 textbooks in grades 3 to 4, 12 textbooks in grades 7 to 9, and 10 textbooks in grades 10-12)that are developed by 2015 revised national curriculum and distributed to all school levels in March, 2018 are collected for data analysis. Data using the analysis criteria modified the one of Moon & Kim (2007) are analyzed according to the content system in three school levels of 2015 revised mathematical national curriculum. As a result, the ratio of the mathematical contents in all P.E. textbooks is different, depending on publishing company and content system in the 2015 revised P.E. national curriculum. The biggest difference on the ratio of the mathematical contents is indicated in elementary P.E. textbooks. Moreover, it was found that most of the mathematical contents are included in three content domains(competition, challenge, and health). Secondly, the elements of the mathematical contents in all P.E. textbooks is lean to particular mathematical elements. In addition, there is lack of mathematical content sequence on the P.E. textbooks of three school levels. That is, three mathematical contents such as 'numbers and calculation‘, 'measurement', rules' are mostly included in all P.E. textbooks. Especially, it is indicated that the content sequence in the P.E. curriculum is not aligned to the Mathematics curriculum.

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