수학적 모델링-디지털 리터러시 분석틀을 활용한 중학교 1학년 통계 교과서 과제 분석

초록

This study developed a mathematical modeling-digital literacy framework for the context of statistics units by aligning stages of mathematical modeling with digital tools and a digital literacy framework for mathematics education, based on the coordinating strategy of theoretical networking. A total of 57 tasks presented in the statistics units of nine Grade 7 middle school mathematics textbooks published under the 2022 revised national curriculum were analyzed using this framework. Each task was multi-coded according to the modeling stages and digital literacy components it involved, and a 0~2-point rubric was applied to examine patterns of digital tool use. The results show that the use of digital tools was primarily concentrated in the ‘visualize’ stage of the modeling process. Among the digital literacy components, analysis, representation, and interpretation of data and information, as well as use of software, appeared most frequently. In contrast, the ‘experimentalize’ and ‘simulate’ stages were rarely identified, and the digital literacy component related to understanding and utilizing artificial intelligence did not appear. These findings highlight the need for further discussion on how digital tool use in statistics units can be more meaningfully connected to the overall process of mathematical modeling.

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