수학과 관점에서 본 중학교 사회과 교과서 통계 그래프 자료 분석

The purpose of this study was to draw implications for teaching statistical graph by looking at the statistical graphs covered in the textbooks for the social studies, which are the most frequently used statistical graphs among other subjects. To do this, 322 statistical graphs were analyzed in each of the five middle school social studies 1 and 2 textbooks. We looked at the morphological features, such as the type of graph. In terms of content, the required level of graph understanding was compared between textbooks of social studies and mathematics through questions presented with the statistical graphs, and then the mathematical concepts used to correctly interpret the graph and the timing of learning in the curriculum were analyzed. The results for our study were as follows. First, the frequencies of statistical graphs in social studies textbooks were shown in the order of bar graphs, composite graphs, and line graphs. There were considerable statistical graphs which were not dealt with in the math textbooks. In addition, compared to math textbooks, which are mostly formalized, graphs that maximized visual effects were present in many social studies textbooks. Second, as a result of comparing the level of understanding of the graphs between the two subjects, most of the questions in the social studies textbooks corresponded to the level of ‘reading the inside of the graph’, ‘reading above and beyond the graph’, and most of the questions in the math textbooks corresponded to the level of ‘reading the outside of the graph’ and ‘reading the inside of the graph’. Third, we found that the timing of guidance was mostly appropriate, but some graphs showed that the correlation and scatter plot concepts appeared to be ahead of the math curriculum.