The Mathematical Education (한국수학교육학회지시리즈A:수학교육)
- Volume 46 Issue 4
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- Pages.423-443
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- 2007
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- 1225-1380(pISSN)
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- 2287-9633(eISSN)
Developing Mathematics Concepts through Discourses in a Math Classroom
수학수업에서의 담론을 통한 수학적 개념 형성에 관한 연구
- Choi-Koh, Sang-Sook (Dankook Univeisity) ;
- Kang, Hyun-Hee (Sinhyeon middle school)
- Published : 2007.11.30
Abstract
Based on the framework of Huffered-Ackles, Fuson and Sherin(2004), data were analyzed in terms of 3 components: explaining(E), questioning(Q) and justifying(J) of students' mathematical concepts and problem solving in a math classroom. The students used varied presentations to explain and justify their mathematical concepts and ideas. They corrected their mathematical errors or misconceptions through discourses. In addition, they constructed and clarified their concepts and thinking while they were interacted. We were able to recognize there was a special feature in discourses that encouraged the students to construct and develop their mathematical concepts. As they participated in math class and received feedback on their learning, the whole class worked cooperatively in a positive way. Their discourse was improved from the level of the actual development to the level of the potential development and the pattern of interaction moved from ERE(Elicitaion-Response-Elaboration to PD(Proposition Discussion).
Keywords
- Mathematical communication;
- Mathematical concept;
- Discourse:explaining-questioning-justifying;
- Interaction;
- Teacher's role
- 수학적 의사소통;
- 수학적 개념;
- 담론:설명-질문-정당화;
- 상호작용;
- 교사의 역할;