Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

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

DOI QR Code

An Analysis of the Writing Types Elementary School Students Presented in Mathematics Journal

초등학생의 수학 일기 쓰기 유형 분석

  • Received : 2023.02.20
  • Accepted : 2023.03.23
  • Published : 2023.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze the types of mathematics journals of elementary school students and to understand how they change in mathematics journals as the grade goes up, and to obtain implications in mathematics education. To this end, 170 of the 222 parish mathematics data submitted to the "Math Journal Contest" were analyzed with the consent of both minors and their parents. As for the framework for analyzing math journal types, 12 types were derived through independent analysis between three researchers. The research results showed that first, the type of math journal written by elementary school students is a variety of journals, such as observation, problem making, concept organization, and review. In addition, as a learning area, it was found that math journal showed a noticeable increase in experimental observation, problem making, and concept journal as the grades progressed, while a small number of idea journal and explanatory journals appeared. However, game (winning) strategy building and types declined. It can be seen that this is evolving from a type that requires activity-oriented or simple descriptions to a type that actively applies mathematical concepts. As such, there are 12-type of math journals, but it is necessary to actively use the teaching materials in writing that can be freely expressed in the school setting.

본 연구의 목적은 초등학생들의 수학 일기 유형들을 분석하고 학년이 올라가면서 수학 일기에서 어떤 변화를 보이는지를 파악하여 수학교육에서 시사점을 얻는 것이다. 이를 위해 '수학 일기 경진대회'에 제출한 교구수학부문 222편의 자료 중 미성년자 학생과 그 학생의 학부모 동의를 모두 받은 170편의 자료를 대상으로 분석하였다. 수학 일기 유형 분석을 위한 틀은 3명의 연구자 간의 독립적인 분석을 통해 12개의 유형을 도출하였다. 연구 결과 첫째, 초등학생들이 쓴 수학 일기 쓰기의 유형으로 관찰 일기, 문제 만들기, 개념 정리 일기, 복습 일기 등 다양한 일기를 쓴 것으로 나타났다. 또한, 학습 영역으로는 수와 연산 영역과 도형 영역에서 두드러지게 일기 쓰기를 진행하는 것으로 나타났다. 둘째, 수학 일기 쓰기에서 나타난 유형은 학년이 올라갈수록 실험에 의한 관찰일기, 문제만들기, 개념정리일기 등이 눈에 띄게 증가하였고, 소수이지만 아이디어 일기와 설명 일기가 새롭게 나타났으며, 반면 게임을 통한 (승리) 전략 세우기와 같은 유형은 하락하였다. 이는 활동중심 또는 단순한 묘사를 필요로 하는 유형에서 수학적 개념을 적극적으로 적용하는 유형으로 발전하고 있음을 알 수 있다. 이처럼 수학 일기의 유형은 12개 유형으로 분류되었지만 학교 현장에서도 자유롭게 표현할 수 있는 글쓰기에 교구를 적극적으로 활용할 필요가 있겠다.

Keywords

Acknowledgement

본 연구는 2022년도 (주)타임교육C&P의 지원연구임.

References

  1. Choi-Koh, S. S., Kim, H. J., Nam, M. Y., & Kim, J. H. (2022). The Proceedings of Teacher Training Seminar for School Teachers of All Grades as Advanced Course for Mathematics Learning Coaching(Implemeted at 2022-09-24 ~ 2022-10-22). Daegu Educational Training Institute. 
  2. Choi-Koh, S. S. (2023). A synthesis of research trends on mathematic writing in mathematics education. The Journal of Educational Research in Mathematics, 33(1), 123-144. 
  3. Ministry of Education (2015). Mathematics curriculum. Ministry of Education report 2020-236. 
  4. Ministry of Education (2022). The 1st comprehensive plan for basic education security. Ministry of Education. 
  5. Kwon, J., Kim, M., Lee, S., Yoo, K., Choi, J., Kang, H., & Shin, S. (2020). Exploring the status and improvement direction of remote classes in elementary, middle, and high schools following the online opening of COVID-19 response. Korea Institute of Curriculum and Evaluation Research Report RRC 2020-2. 
  6. Kim, S. (2000). A study on manipuliative materials in mathematics education. School Mathematics, 2(2), 459-474. 
  7. Kim, J. R. (2014). A critical study and teaching method of expressive writing. Korean Writing Association, 20, 199-229. 
  8. Kim, H., & Lee, J. (2010). Mathematical journal writing as a method of improving mathematical attitudes and achievements for underachieve student. Journal of the Korean School Mathematics Society, 13(4), 525-547. 
  9. Nam, Y., & Lim, M. (2004). A study on teaching-learning methods of mathematics with writing. Journal of Elementary Mathematics Education in Korea, 8(1), 89-108. 
  10. Park, S., & Kim, G. (2013). Middle school students' perceptions about and mathematical proficiency in constructed-response items. Journal of the Korean School Mathematics Society, 16(1), 63-86. 
  11. Park, Y. G. (2015). A case study of self-expressive writing class for foreign university students - Focusing on the foreign writing Class of Hankuk University of Foreign Studies-. Ratio et Oratio, 8(2), 339-372.  https://doi.org/10.19042/KSTC.2015.8.2.339
  12. Park, I. S., & Cho, C. K. (2009). Application and effect of expressive writing strategy through geography. Secondary Education Institute, 57(3), 1-28. 
  13. Park, H., & Kwon, N. (2008). The patterns and the effects of science journal writing of elementary school students. Journal of the Korean Association for Science Education, 28(6), 519-526. 
  14. Bae, S., & Park, M. (2008). An influence of exchange writing on the mathematical communication skill and mathematical disposition in the elementary mathematics. Journal of Elementary Mathematics Education in Korea, 12(2), 165-183. 
  15. Son, B. E, & Ko, H. K. (2021). Exploring the conceptual elements and meaning of meta-affect in mathematics learning. Communications of Mathematical Education, 35(4), 359-376.  https://doi.org/10.7468/JKSMEE.2021.35.4.359
  16. Yang, H., & Kim, M. (2018). A study on the mathematical disposition and communication level in process of applying mathematical journal writing to the 3rd graders in a mathematics classroom. The Mathematical Education, 57(3), 247-270.  https://doi.org/10.7468/MATHEDU.2018.57.3.247
  17. Lee, K. H., Jung, H. Y., Kang, W., Ahn, B. G., & Baek, D. H. (2017). Suggestion and application of didactical principles for using mathematical teaching aids. Communications of Mathematics Education, 31(2), 203-221. 
  18. Yi, I. (2013). The effects of expressive writing on working memory. The Korean Journal of Educational Psychology, 27(1), 221-240. 
  19. Jang, Y., & Kim, S. (2013). A study on the usage of mathematics notes in elementary school classes. The Korean Journal for History of Mathematics, 26(1), 57-83.  https://doi.org/10.14477/jhm.2013.26.1.057
  20. Jeong, M. K. (2014). A study on the instruction of expressive writing. Cheongram Korean Language Education Association, 51, 177-197.  https://doi.org/10.26589/jockle..51.201409.177
  21. Jin, K., & Kwon, S. (2022). An action research on the teaching fraction computation using semi-concrete fraction manipulatives. Journal of the Korean School Mathematics Society, 25(4), 307-332. 
  22. Jin, S. S. (2021). A study on the utilization of mathematics manipulatives. The Journal of Education Studies, 58(3), 83-98. 
  23. Choi, S., (2007). Educational implication of expressive writing. Korean Writing Association, 5, 205-239. 
  24. Choi, Y., & Lee, S. (2021). Mathematics teachers' key developmental understandings for teaching equation writing. The Mathematical Education, 60(3), 297-319.. 
  25. Choi, J. S., & Park, H. S. (2009). The change of mathematical representations and behavioral characteristics in the class using manipulative materials - Focused on teaching regular polytopes -. The Mathematical Education, 48(3), 303-328. 
  26. Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing. critical thinking, and active learning in the classroom. Jossey-Bass. 
  27. Brewster, B. J., & Miller, T. (2022). Expressive writing interventions for pre-service teachers' mathematics anxiety. International Electronic Journal of Mathematics Education, 17(4), em0704. 
  28. Bruner, J. (1960). The process of education. Harvard University Press. 
  29. Burton, C. M., & King, L. A. (2008). Effects of (very) brief writing on health: The two-minute miracle. British Journal of Health Psychology, 13(1), 9-14.  https://doi.org/10.1348/135910707X250910
  30. Feez, S. (1998). Text-based syllabus design. Mcquarie University.
  31. Murray, D. (1972). Teach writing as a process not product. The Leaflet, 71(3), 11-14. 
  32. National Council of Teachers of Mathematics [NCTM] (1989). Curriculum and evaluation standards for school mathematics. Author. 
  33. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142.  https://doi.org/10.1093/clipsy/bph063
  34. Pennebaker, J. W., & Evans, J. F. (2014). Expressive writing: Words that heal. Idyll Arbor. 
  35. Powell, S. R. & Hebert, M. A. (2016). Influence of writing ability and computation skill on mathematics writing. The Elementary School Journal, 117(2), 310-335.  https://doi.org/10.1086/688887
  36. Powell, S. R., Hebert, M. A., Cohen, J. A., Casa, T. M., & Firmender, J. M. (2017). A synthesis of mathematics writing: Assessments, interventions, and surveys. Journal of Writing Research, 8(3), 493-530.  https://doi.org/10.17239/jowr-2017.08.03.04
  37. Slater, F. A. (1989). Language and Learning in the Teaching of Geography. Routledge.