Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

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

DOI QR Code

Teaching Practices for All Learners in the Mathematics Classroom

  • Received : 2019.06.04
  • Accepted : 2019.06.17
  • Published : 2019.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

In this paper, we articulate what is a lesson for all learners with different cognitive levels and what kind of teaching practices are required to implement this type of lesson. For all learners' own sense-making, open-ended tasks are the primary sources to bring their various mathematical ideas. These tasks can be meaningfully implemented by appropriate teaching practices: providing enough time (for thinking deeply and for preparing a reply), acting intentionally (alternative wrapping up activities and appointment of a struggling student), and cultivating collaborative classroom norms (respecting peer's thinking and learning from peers). This exploratory study has the potential to help practitioners and researchers understand the complexity of the work of teaching and clarify how to deal with such complexity.

Keywords

SHGHEN_2019_v22n2_123_f0001.png 이미지

Figure 1. Jaeyoon’s notetaking of peer’s different strategies

Table 1. Jungyoon’s generated information to find the number of students

SHGHEN_2019_v22n2_123_t0001.png 이미지

Table 2. Comparing mean about what students learn during treatment

SHGHEN_2019_v22n2_123_t0002.png 이미지

Table 3. Comparing mean about what students do not learn during treatment

SHGHEN_2019_v22n2_123_t0003.png 이미지

References

  1. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam D. (2003). Assessment for learning: Putting it into practice. New York, NY: Open University Press.
  2. Burns, M. (2001). Teaching arithmetic: Lessons for introducing multiplication - Grade 3: Sausalito, CA: Math Solutions Publications.
  3. Carpenter, T. P., Fennema, E., Franke, M., Levi, L., & Empson, S. B. (2014). Children's mathematics: Cognitively guided instruction (2nd ed.). Portsmouth, NH: Heinemann.
  4. Chapin, S. H., O'Connor, C., & Anderson, N. C. (2013). Classroom discussion in math: A teacher's guide for using talk moves to support the Common Core and more grades K-6. Sausalito, CA: Math Solutions.
  5. Charalambous, C. Y., & Pitta-Pantazi, D. (2015). Perspectives on priority mathematics education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning. In English, L. & Kirshner, D. (Eds.), Handbook of international research in mathematics education (pp. 31-71). Routledge.
  6. Cho, S. & Kim, J. (2011). Effects of mathematical instructions based on constructivism on learners' reasoning ability. Education of Primary School Mathematics, 14(2), 165-185. https://doi.org/10.7468/JKSMEC.2011.14.2.165
  7. Empson, S. & Levi, L. (2011). Extending children's mathematics: Fractions and decimals - Innovations in cognitively guided instruction. Portsmouth, NH: Heinemann.
  8. Kamii, C. (1994). Young children continue to reinvent arithmetic (3rd grade): Implementation of Piaget's theory. New York, NY: Teachers College Press.
  9. Kim, J. (2018). Mathematics classrooms where students are happy: A first grade classroom. Seoul: Kyoyookbook.
  10. Kim, J. (in press). Mathematics classrooms where students are happy: A third grade classroom. Seoul: Kyoyookbook.
  11. Kim, J. & Kim, S. (2013). Teaching and learning from the perspective of Learner-centered instruction based on constructivism. In J. Kim, K. Jang, I. Han, & H. Ko, (Eds.), Constructivism and mathematics education in Korea (pp. 45-64). Seoul: KyungMoonSa.
  12. Kim, J. & Yeo, S. (2019). Reconceptualizing learning goals and teaching practices: Implementing of open-ended mathematical tasks. Research in Mathematical Education, 22(1), 35-46. https://doi.org/10.7468/JKSMED.2019.22.1.35
  13. Skemp, R. R. (1987). The psychology of learning mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  14. Smith, M. S. & Stein, M. K. (2018). 5 Practices for orchestrating productive mathematics discussions (2nd ed.). Reston, VA: NCTM Press.
  15. Yeh, C., Ellis, M., & Hurado, C. K. (2017). Reimagining the mathematics classroom. Reston, VA: NCTM Press.

Cited by

  1. 학습자 중심 수학 수업이 학생의 추론 능력과 학업성취도에 미치는 영향: 초등학교 4학년 분수 및 다각형 단원을 중심으로 vol.24, pp.1, 2019, https://doi.org/10.7468/jksmec.2021.24.1.43