한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제23권3호
  • /
  • Pages.135-147
  • /
  • 2020
  • /
  • 1226-6191(pISSN)
  • /
  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

What Constitutes a Good Mathematics Lesson?: A Narrative Inquiry into Preservice Teachers' Perceptions of Good Mathematics Lessons

  • 투고 : 2020.06.01
  • 심사 : 2020.09.23
  • 발행 : 2020.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

What constitutes a good mathematics lesson plan? In their teacher education program, preservice teachers (PSTs) are trained for planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans. The purpose of this narrative inquiry is to understand PSTs' experiences of evaluating or designing mathematics lessons that they perceive as being good. The narratives of three PSTs who pursue high school mathematics teaching certification will inform us not only of their perceptions of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.

키워드

참고문헌

  1. Brown, M. W. (2011). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17-36). New York, NY: Routledge.
  2. Core Practice Consortium. (n.d.). Core practice consortium. Retrieved from https://www.corepracticeconsortium.com/core-practice
  3. Fenstermacher, G. D., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers College Record, 107(1), 186-213. https://doi.org/10.1111/j.1467-9620.2005.00462.x
  4. Kim, J. H. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research. Thousand Oaks, CA: SAGE.
  5. Li, Y. (2011). Elementary teachers' thinking about a good mathematics lesson. International Journal of Science and Mathematics Education, 9(4), 949-973. https://doi.org/10.1007/s10763-010-9263-y
  6. McDuffie, A. R., Choppin, J., Drake, C., Davis, J. D., & Brown, J. (2018). Middle school teachers' differing perceptions and use of curriculum materials and the common core. Journal of Mathematics Teacher Education, 21(6), 545-577. https://doi.org/10.1007/s10857-017-9368-0
  7. National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics.
  8. Polkinghorne, D. E. (2007). Validity issues in narrative research. Qualitative Inquiry, 13(4), 471-486. https://doi.org/10.1177/1077800406297670
  9. Riessman, C. K. (2007). Narrative methods for the human sciences. Thousand Oaks, CA: SAGE.
  10. Rosenshine, B. V., & Furst, N. F. (1971). Research on teacher performance criteria. In B. O. Smith (Ed.), Research in teacher education (pp. 27-72). Englewood Cliffs, NJ: Prentice-Hall.
  11. Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: SAGE.
  12. Spector-Mersel, G. (2010). Narrative research. Time for a paradigm. Narrative Inquiry, 20(1), 204-224. https://doi.org/10.1075/ni.20.1.10spe
  13. Teaching Works. (n.d.). High leverage practices. Retrieved from http://www.teachingworks.org/work-of-teaching/high-leverage-practices
  14. Webel, C., Krupa, E., & McManus, J. (2015). Teachers’ evaluations and use of web-based curriculum resources in relation to the Common Core State Standards for Mathematics. Middle Grades Research Journal, 10(2), 49-64.
  15. Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers' perspectives. Journal of Mathematics Teacher Education, 8(2), 83-111. https://doi.org/10.1007/s10857-005-4796-7