한국학교수학회논문집 (Journal of the Korean School Mathematics Society)

  • 제19권3호
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  • Pages.261-275
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  • 2016
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  • 1229-0890(pISSN)
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  • 2713-4350(eISSN)
한국학교수학회 (The Korean School Mathematics Society)
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수학 교실의 이원론적 신념과 그 극복을 위한 교수방안 고찰

Dualism in mathematics classroom and some teaching strategies for overcoming students' dualistic beliefs

  • 이지현 (인천대학교 수학교육과)
  • 투고 : 2016.06.10
  • 심사 : 2016.09.12
  • 발행 : 2016.09.30
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⟨ 이전 논문 다음 논문 ⟩

초록

많은 학생들이 수학에는 하나의 정답이 존재하며, 수학 수업은 교사로부터 문제를 푸는 방법을 전달받는 수동적 과정이라는 이원론적 신념을 가지고 있다. 이 연구는 인식론적 신념의 개념화와 발달에 대한 교육심리학의 여러 연구를 고찰하고, 이를 바탕으로 수학적 사실 및 절차를 절대적이고 확실한 것으로 제시하며 학생의 오류도 절대적인 방식으로 다루는 통상적인 수학 교수 관행의 인식론적 한계를 살펴보고 그에 대한 대안을 탐색하였다. Langer와 Piper(1987)의 실험 및 Oliveira 외(2012) 등의 교실 관찰 연구는 교사가 지식을 불확실성을 허용하는 조건부적 언어로 제시하고 논의하는 것이 학생들의 인식론적 신념을 생산적인 방향으로 유도할 수 있다는 가능성을 제시하고 있다. 한편, 학생의 오류에 대한 교실 의사소통의 초점과 패턴의 변화는 수학 교실을 지배하는 이원론적 신념의 극복에 도움이 될 수 있다. 이상의 논의는 수학 수업이 암묵적으로 전달하는 인식론적 메시지의 분석 및 학생들의 인식론적 신념 발달을 자극하는 교수 전략을 탐색하는 데 토대를 제공할 수 있을 것이다.

Many students have dualistic beliefs about mathematics and its learning- for example, there is always just one right answer in mathematics and their role in the classroom is receiving and absorbing knowledge from teacher and textbook. This article investigated some epistemic implications and limitations of common mathematics teaching practices, which often present mathematical facts(or procedures) and treat students' errors in a certain and absolute way. Langer and Piper's (1987) experiment and Oliveira et al.'s (2012) study suggested that presenting knowledge in conditional language which allows uncertainty can foster students' productive epistemological beliefs. Changing the focus and patterns of classroom communication about students' errors could help students to overcome their dualistic beliefs. This discussion will contribute to analyze the implicit epistemic messages conveyed by mathematics instructions and to investigate teaching strategies for stimulating students' epistemic development in mathematics.

키워드

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