Journal of the Korean School Mathematics Society (한국학교수학회논문집)

The Korean School Mathematics Society (한국학교수학회)
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Pre-service Teachers' Noticing in Peer Evaluation of Mathematical Problem Posing: Focusing on permutation and combination

동료의 문제 만들기 과제를 평가하는 과정에서 나타난 예비교사의 주목하기: 순열과 조합을 중심으로

  • Received : 2020.08.20
  • Accepted : 2020.10.06
  • Published : 2021.03.30
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Abstract

The purpose of this study is to examine pre-service teachers' noticing when evaluating peers' mathematical problem posing tasks. To this end, 46 secondary pre-service teachers were asked to create real-world problems related to permutation and combination and randomly assigned to evaluate peers' problems. As a result, the pre-service teachers were most likely to notice the difficulty of their peers' mathematics problems. In particular, the pre-service teachers tended to notice particular conditions in order to increase the difficulty of a problem. In addition, the pre-service teachers noticed the clarity of a question and its solution, novelty of the problem, the natural connection between real-world contexts and mathematical concepts, and the convergence between mathematical concepts.

본 연구는 순열과 조합 영역에 관한 동료의 문제 만들기 과제를 평가하는 과정에서 나타난 예비교사의 주목하기를 분석하는 데 목적을 두었다. 이를 위해, 중등 예비교사 46명을 대상으로 순열과 조합에 관한 실생활 문제 만들기 과제를 수행하도록 하였고, 동료의 수학 과제를 임의로 배정하여 평가하도록 하였다. 수집된 자료를 분석한 결과, 예비교사들은 동료가 만든 수학 문제의 난도에 가장 주목하는 모습이 확인되었고, 특히 난도를 높이기 위해 조건 사용에 주목하는 경향이 있었다. 뿐만 아니라, 예비교사들은 질문과 풀이의 명확성, 문제의 독창성, 맥락의 수학 개념 간의 자연스러운 연결, 수학 개념 간의 융합에 주목하는 모습이 확인되었다.

Keywords

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  1. 수학 교과에서의 주목하기(Noticing)에 관한 이해 vol.37, pp.4, 2021, https://doi.org/10.7858/eamj.2021.029