한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제20권1호
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  • Pages.31-38
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  • 2016
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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A Perspective on Teaching Mathematics in the School Classroom

  • BECKER, Jerry (Department of Curriculum & Instruction, Southern Illinois University)
  • 투고 : 2015.10.16
  • 심사 : 2016.03.25
  • 발행 : 2016.03.31
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초록

WHAT we teach, and HOW students experience it, are the primary factors that shape students' understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the results of the approach to "break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of "mathematical culture" in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated approach to assessing learning.

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참고문헌

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