한국수학교육학회지시리즈E:수학교육논문집 (Communications of Mathematical Education)

  • 제34권4호
  • /
  • Pages.485-506
  • /
  • 2020
  • /
  • 1226-6663(pISSN)
  • /
  • 2287-9935(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

잠재집단회귀모델(LCRM)을 통한 학생의 수학적 신념에 대한 교사의 수학적 신념 영향분석

Analysis of the Effect in Mathematics Teachers Beliefs on their Students Beliefs by Latent Class Regression Model

  • 투고 : 2020.08.28
  • 심사 : 2020.12.22
  • 발행 : 2020.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 교사의 수학적 신념이 학생의 수학적 신념에 주는 영향을 잠재집단회귀모델(Latent Class Regression Model; LCRM)을 통해 분석하였다. 분석을 위해 본 연구는 잠재집단분석(Latent Class Analysis; LCA)을 통해 교사 60명과 그 교사에게 배우는 학생 1850명의 수학적 신념을 각각 분류한 강성권, 홍진곤(2020)의 연구결과를 활용하였다. 분석결과, '수학의 본질'에 대한 교사의 신념은 학생의 '수학교과', '수학문제해결', '수학학습' 신념에 영향을 주었다. 또한, '수학의 교수'와 '수학적 능력'에 관한 교사의 신념은 학생의 '수학교과', '수학문제해결', '자아개념' 신념에 영향을 주었다. 이를 통해 본 연구는 교사의 수학적 신념이 학생의 수학적 신념에 실질적인 영향을 끼친다는 것을 통계적으로 실증하였다. 이러한 연구결과는 교사들의 연수와 관련한 목표와 내용의 설정에 도움을 줄 수 있을 것이다.

The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 second-year high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that 'Nature of Mathematics', 'Mathematic Teaching' and 'Mathematical Ability' of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of 'Nature of Mathematics' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of 'Teaching Mathematics', 'Mathematical Ability' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Self-Concept'. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

키워드

참고문헌

  1. Kang, S. & Hong, J. (2020). Analysis of Belief Types in Mathematics Teachers and their Students by Latent Class Analysis, Journal of the Korean Society of Mathematical Education Series E: Communications of Mathematical Education, 34(1), 17-39.
  2. Kim, K. & Kim, S. (2010), A Cross-national Analysis on the Relationship Between Achievement and Affective Characteristics in Mathematics and Science, The Journal of Curriculum and Evaluation, 13(3), 179-208. https://doi.org/10.29221/jce.2010.13.3.179
  3. Kim. B. (2012) Instrument Development and Analysis of Secondary Students' Mathematical Beliefs. Journal of Educational Research in Mathematics, 22(2), 229-259.
  4. Kim. Y. & Ryu. H. (2016). An Analytical Study on the Mathematical Belief of the Elementary School Pre-Service Teachers. School Mathematics, 18(3), 691-709.
  5. Kim, Y. & Lee, C. (2014). Analysing High School Students' Mathematical Belief System and Core Belief Factors, School Mathematics, 16(1), 111-133.
  6. Kim, J., Kang, E., Kim, S., Kwon, S., Park, M. & Cho, S., A Study on Pre-service Elementary Teachers' Mathematical Beliefs about the Nature of Mathematics and the Mathematics Learning, Education of Primary School Mathematics, 22(1), 49-64 https://doi.org/10.7468/JKSMEC.2019.22.1.49
  7. Na, G. (2005). Analysis of the Korean Students' Responses on Mathematics Items in PISA 2003, School Mathematics, 7(3), 221-235.
  8. Pang, J. (2006). Successes and Difficulties in Transforming Elementary Mathematics Classrooms to Student-Centered Instruction, Journal of the Korean Society of Mathematical Education Series A: The Mathematical Education, 45(4), 459-479
  9. Seo, D. (2003). A Comparative Study on the Theories Based on Activities in Elementary Mathematics Education, The journal of Educational Studies, 34(2), 459-479.
  10. Seo, J., Ryoo, C. & Choi, E. (2006). The Effect of Learning and Ability-Focused Inclination on the Mathematical Belief, Attitude and Knowledge, Secondary Education Research, 54(1), 167-183.
  11. Lee, K. & Choi, J. (2008). A case study on changes in elementary teacher's beliefs and curriculum implementation, The Journal of Elementary Education, 21(2), 207-233.
  12. Lee, D. (2013). Analysis on the Belief about Mathematics Teaching of Elementary Preservice Teachers and Mathematics Teachers, School Mathematics, 15(1), 201-219.
  13. Cho, Y. & Song, S. (2013). Analysis on the Sociomathematical norms in math gifted classroom according to the Teacher's belief, Journal of Educational Research in Mathematics, 23(3), 373-388.
  14. Cho, C. (2002). Investigation on the belief in mathematics and learning of prospective mathematics teachers. Journal of the Korean Society of Mathematical Education Series E: Communications of Mathematical Education, 14, 371-394
  15. Anne M, R. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576. https://doi.org/10.2307/749691
  16. Ball, D. L., & Wilson, S. M. (1990). Knowing the subject and learning to teach it: Examining assumptions about becoming a mathematics teacher National Center for Research on Teacher Education, Michigan State University.
  17. Buck, R. (1992). Teachers' goals, beliefs, and perceptions of school culture as predictors of instructional practice. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).
  18. Clark, C. M., & Peterson, P. L. (1986). Teacher's tought process. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 256-296) NewYork:MacMilan.
  19. Coopersmith, S. (1965). The antecedents of self-esteem. Princeton
  20. Drew A. Linzer, J. L. (2014). poLCA: Polytomous variable latent class analysis version 1.4 [computer software]
  21. Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. Mathematics Teaching: The State of the Art, 249, 254.
  22. Gates, P. (2006). Going beyond belief systems: Exploring a model for the social influence on mathematics teacher beliefs. Educational Studies in Mathematics, 63(3), 347-369. https://doi.org/10.1007/s10649-005-9007-z
  23. Geiser, C. (2019). Mplus를 이용한 데이터 분석, 김진현, 한지나(역) 서울 : 학지사. (영어 원작은 2012년 출판)
  24. Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731-767. https://doi.org/10.3102/00028312040003731
  25. Hersh. R. (1986). Some proposals for revising the philosophy of methematics. In T.Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 9-28) Birhauser.
  26. Laurie, H. R. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581. https://doi.org/10.1086/461384
  27. Oh. Y. (2002). Teachers' Mathematical Beliefs and Teaching Practices. 수학교육학연구, 12(2), 247-263.
  28. Schoenfeld, A. H. (1985) Mathematical Problem Solving. New York: Academic Press.
  29. Schoenfeld, A. H. (1989) Explorations of students'mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4), 338-355. https://doi.org/10.2307/749440
  30. Schoenfeld, A. H. (2013). 수학수업, 설명을 만나다, 이경화(역) 서울: 경문사. (영어 원작은 2010년 출판)
  31. Smith, A. C. T. (Ed.). (2016). Cognitive mechanisms of belief change Palgrave MacMillan.
  32. Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers' beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213-226. https://doi.org/10.1016/S0742-051X(00)00052-4
  33. Wang, T., & Hsieh, F. (2014). The cultural notion of teacher education: Comparison of lower-secondary future teachers' and teacher educators' beliefs. International perspectives on teacher knowledge, beliefs and opportunities to learn (pp. 255-277) Springer.
  34. Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in china. Zdm, 52(2), 281-294. https://doi.org/10.1007/s11858-020-01145-x