[고3] 2025년 6월 모의고사 39번 - 지문 구성, 그림 설명, 원문 비교

[고3] 2025년 06월 - 39번: 일상적인 신체 경험이 수학적 개념 이해에 기여하는 방식 (예: 걷기)
Researchers are studying how our everyday physical experiences in the world contribute to our understanding of mathematical concepts. The experience of walking along a path, for example, can be a metaphor for thinking about arithmetic. The path starts at some point 0 and as children walk along, every step takes them 1 unit further from the starting point; they can even take half steps or skip along two steps at a time. If they want to imagine what it might mean to add 5 and 9, they could think of first walking 9 steps and then walking 5 more. But that also helps them think about what 14 - 3 might mean because they can imagine walking backwards. They might be sitting still as they imagine all of this walking back and forth along their path; but they are reliving, at least in their imagination, the movement of their feet. If they close their eyes, they might even imagine the shape of the path, the smell of the trees, and the sound that is made when they step on the dried leaves.

 

구분	내용	원문
배경 설명	일상적 신체 경험이 수학 개념 이해를 돕는다는 연구 배경을 소개한 부분이다	Researchers are studying how our everyday physical experiences in the world contribute to our understanding of mathematical concepts.
비유	걷기 경험을 산수를 이해하는 은유로 제시한 부분이다	The experience of walking along a path, for example, can be a metaphor for thinking about arithmetic.
예시	걸음 수를 더하고 반 걸음이나 두 걸음도 상상하며 덧셈을 설명하는 예시이다	The path starts at some point 0 and as children walk along, every step takes them 1 unit further from the starting point; they can even take half steps or skip along two steps at a time. If they want to imagine what it might mean to add 5 and 9, they could think of first walking 9 steps and then walking 5 more.
전환	뒤로 걷는 상상으로 뺄셈을 이해하고 머릿속에서 발 움직임을 재현하는 전환이다	But that also helps them think about what 14 - 3 might mean because they can imagine walking backwards. They might be sitting still as they imagine all of this walking back and forth along their path; but they are reliving, at least in their imagination, the movement of their feet.
결론	길의 모습과 냄새·소리를 떠올리며 감각적으로 수학적 경로를 체험하게 한다	If they close their eyes, they might even imagine the shape of the path, the smell of the trees, and the sound that is made when they step on the dried leaves.

 

 

번호	문제 지문	원문 지문
1	Researchers are studying how our everyday physical experiences in the world contribute to our understanding of mathematical concepts.	Researchers are studying how our everyday physical experiences in the world contribute to our understanding of mathematical concepts.
2	The experience of walking along a path, for example, can be a metaphor for thinking about arithmetic.	The experience of walking along a path, for example, can be a metaphor for thinking about arithmetic.
3	The path starts at some point 0 and as children walk along, every step takes them 1 unit further from the starting point; they can even take half steps or skip along two steps at a time.	The path starts at some point 0 and as children walk along, every step takes them 1 unit further from the starting point; they can even take half steps or skip along two steps at a time.
4	If they want to imagine what it might mean to add 5 and 9, they could think of first walking 9 steps and then walking 5 more.	If they want to imagine what it might mean to add 5 and 9, they could think of first walking 9 steps and then walking 5 more.
5	But that also helps them think about what 14 - 3 might mean because they can imagine walking backwards.	But that also helps them think about what 14 – 3 might mean because they can imagine walking backwards.
6	They might be sitting still as they imagine all of this walking back and forth along their path; but they are reliving, at least in their imagination, the movement of their feet.	They might be sitting still as they imagine all of this walking back and forth along their path; but they are reliving, at least in their imagination, the movement of their feet.
7	If they close their eyes, they might even imagine the shape of the path, the smell of the trees, and the sound that is made when they step on the dried leaves.	If they close their eyes, they might even imagine the shape of the path, the smell of the trees, and the sound that is made when they step on the dried leaves.
8		Once they have imagined this environment, with a path and motion forward or backward along it, they might find the environment talking back at them, suggesting new actions they could take.
9		What if they kept on walking forever?
10		What if they turned around and walked back towards the starting point: what kind of operation might that be?
11		What if they walked back past the starting point?
12		What if they came to an intersection and followed the path perpendicular to the one they had been on?
13		These are exactly the kinds of actions that mathematicians make.
14		In order to help them see and explore, sometimes they imagine the actions and sometimes they draw them out.

 

 

 

 

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