한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제22권1호
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  • Pages.47-82
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  • 2019
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Elementary School Teachers' Beliefs of the Common Core State Standards for Mathematical Practice

  • 투고 : 2019.03.07
  • 심사 : 2019.03.15
  • 발행 : 2019.03.30
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초록

Pennsylvania is one of the states that adopted the Common Core State Standards for Mathematics (CCSSM) and crafted its own standards (The PA Core State Standards). Pennsylvania teachers are required to have a clear understanding of the PA Core Standards. It is timely and appropriate to study Pennsylvania teachers' beliefs, as the standards have been adopted and implemented for several years since the revision of the PA Core Standards (2014). This study examined how eight western Pennsylvania elementary school teachers' beliefs about teaching and learning mathematics related to the SMP. To this end, I conducted an in-depth interview with each participating teacher. The in-depth interviews featured the teachers' overarching mathematical instructional goals and their productive beliefs. Furthermore, I linked these beliefs with the CCSSM Standards for Mathematical Practice (SMP).

키워드

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Figure 1. Beliefs about teaching and learning mathematics (NCTM, 2014, p. 11)

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Figure 2. Eight standards for mathematical practice (NGA & CCSSO, 2010a)

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Figure 3. Verbatim transcription example

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Figure 4. Daisy’s agreement and disagreement on productive beliefs

Table 1. Profiles of the interviewed elementary school teachers

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Table 2. Teachers’ overarching goals and the SMPs

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Table 3. Relationships between productive beliefs and the SMPs

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