초등학교 쌓기나무 단원 지도 방안 탐색 - 우리나라 초등학교 교과서와 미국의 MiC 교과서 비교 -

정영옥 1
Yeong-Ok Chong 1
Author Information & Copyright
1진주교육대학교 교수
1Professor, Chinju National University of Education

ⓒ Copyright 2004, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Oct 15, 2004 ; Revised: Nov 22, 2004 ; Accepted: Dec 3, 2004

Published Online: Dec 31, 2004


본 논문은 제 7차 교육과정의 도형 영역에 새롭게 도입된 공간 감각 신장을 위한 쌓기나무 단원의 지도 의의를 탐색해 보고 이러한 의의에 비추어 볼 때 쌓기나무 단원을 좀더 풍부하게 지도하기 위한 교육적 시사점을 도출하는 데 그 목적이 있다. 이를 위해 우선 쌓기나무 단원과 공간 감각의 관련성을 살펴보고 쌓기나무 단원은 이후의 수학과는 어떤 관련이 있는지를 알아본 후에, 우리 나라의 초등학교 수학교과서와 미국의 Mathematics in Context 교과서의 쌓기나무 관련 단원의 내용을 실펴보면서, 쌓기나무 단원 지도에서 좀더 고려할 점들을 논하었다. 이를 살펴보면 쌓기나무 단원 지도를 위해서는 공간 시각화 능력뿐만 이니라 공간 방향 능력을 신장하기 위한 내용을 다양하게 다루고 이 단원을 통해 다룰 수 있는 좀더 도전적인 공간 추론 활동을 제공하며, 이 단원과 관련된 수학이 어떻게 발생되고 현재 어떻게 응용되는지와 관련해서 다양한 맥락을 제시하는 것이 바람직하다는 것이다.


Spatial sense has recently received much attention in primary school mathematics education. It seems that a growing interest is due to the findings of many research studies. Those research findings report that the students who have good spatial sense reach higher mathematics achievement than those students having poor one. The studies also suggest that students’ spatial sense can be improved through appropriate learning activities. In accordance with the importance of spatial sense, the seventh national curriculum started to include teaching of spatial sense. The aim of this study is to examine the didactical background of building with blocks and to suggest implications for effective teaching that can be meaningful to students.

In order to attain these purposes, the present paper discusses the definition of spatial sense and the relations between spatial sense and building with blocks. It also investigate the relationships between building with blocks and descriptive geometry. Subsequently, the present study attempts to compare lesson units in the Korean textbooks with MiC lesson un比s of building with blocks with respect to spatial visualization, spatial orientation, spatial reasoning, and types of contexts.

Finally, the study offers several suggestions for improving teaching building with blocks. The suggestions are as follows: providing problem situations to enhance spatial orientation ability, offering challenging problems for higher-order spatial reasoning with respect to building with blocks, providing students with diverse realistic contexts relating to the origin and application of descriptive geometry.

Keywords: 쌓기나무; 공간 감각; 공간 시각화; 공간 방향; 화법기하학; 맥락; 공간 추론
Keywords: building with blocks; spatial sense; spatial visualization; spatial navigation; context; descriptive geometry; spatial reasoning