The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Prospective Elementary School Teachers' Conception on Good Mathematics Instruction

예비 초등 교사의 좋은 수학 수업에 대한 인식

  • Received : 2012.04.26
  • Accepted : 2012.05.21
  • Published : 2012.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

Keywords

References

  1. 강현영․고은성․김태순․조완영․이경화․이동환 (2011). 좋은 수학수업을 위해 수학교사에게 필요한 역량과 교사교육에 대한 현직교사의 인식 조사. 학교수학, 13(4), 633-649
  2. 교육과학기술부 (2011). 수학과 교육과정. 서울: 저자.
  3. 권미선․방정숙 (2009). 좋은 수학 수업에 대한 초등 교사의 인식 조사. 한국수학교육학회 시리즈 E <수학교육 논문집>, 23(2), 231-253.
  4. 나귀수 (2008). 초등학교 예비교사들의 수학 수업 관점에 대한 연구: 예비교사들의 수업 논평 비교를 중심으로. 학교수학, 10(2), 279-296.
  5. 문효영․권성룡 (2010). 교육실습에서의 수학 수업이 초등예비교사의 수학에 관한 신념에 미치는 영향. 한국초등수학교육학회지, 14(2), 487-521.
  6. 최승현 (2002). 학교 교육 내실화 방안 연구: 수학과 교육 내실화 방안 연구-좋은 수업 사례에 대한 질적 접근, 한국교육과정평가원, 연구보고 RRR 2002-4-3.
  7. 최승현․임찬빈 (2006). 수업평가 매뉴얼: 수학과 수업평가 기준. 한국교육과정평가원 연구자료 ORM 2006-24-25.
  8. 하수현․방정숙․주미경 (2010). 초등수학교육 연구동향: 최근 5년간 게재된 국내 학술지 논문을 중심으로. 한국수학교육학회지 시리즈 A <수학교육>, 49(1), 67-83.
  9. 황혜정 (2011). 수학 수업의 교사 지식에 관한 평가 요소탐색: 교수 학습 방법 및 평가를 중심으로. 한국학교수학회논문집, 14(3), 241-263.
  10. Cai, J., Wang, T., Wang, N., & Garber, T. (2009). Studying effective teaching from teachers' perspectives: The journey has just begun. In J. Cai, G. Kaiser, B. Perry, & N-Y. Wong (Eds.), Effective mathematics teaching from teachers' perspectives: National and cross-national studie s(pp.303-317). Rotterdam, The Netherlands: Sense.
  11. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. https://doi.org/10.1111/0161-4681.00141
  12. Krainer, K. (2005). What is "Good" mathematics teaching, and how can research inform practice and policy? Journal of Mathematics Teacher Education 8(2), 75-81. https://doi.org/10.1007/s10857-005-4766-0
  13. Li, Y., & Kaiser, G. (Eds.). (2011). Expertise in mathematics instruction: An international perspective. NewYork: Springer.
  14. National Board for Professional Teaching Standards (1998). Middle childhood through early adolescence/mathematics standards. Washington, DC: Author.
  15. National Council of Teachers of Mathematics (2007). Mathematics teaching today (2nd ed.) , Reston, VA: Author.
  16. Pang, J. S. (2009). Good mathematics instruction in South Korea. ZDM-The International Journal on Mathematics Education, 41, 349-362. https://doi.org/10.1007/s11858-009-0169-5
  17. Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Reston, VA: NCTM.
  18. Russ, R. S., Sherin, B., & Sherin, M. G. (2011). Images of expertise in mathematics teaching. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective (pp. 41-60). New York: Springer.
  19. Silver, E. A., & Mesa, V. (2011). Coordinating characterizations of high quality mathematics teaching: Probing the intersection. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective (pp. 63-84). New York: Springer.
  20. Stigler, J. W., & Hiebert, J. (1999). The teaching gap, New York: Simon & Schuster.
  21. Wilson, P. S., Cooney. T. J., & Stinson. D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers' perspectives, Journal of Mathematics Teacher Education, 8(2), 83-111. https://doi.org/10.1007/s10857-005-4796-7

Cited by

  1. The utilization of cooperative microteaching for pre-service mathematics teachers vol.53, pp.3, 2014, https://doi.org/10.7468/mathedu.2014.53.3.399
  2. Analysis of Mathematical Quality of Instruction between Preservice and Inservice Mathematics Teachers vol.55, pp.4, 2016, https://doi.org/10.7468/mathedu.2016.55.4.397