한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제27권1호
  • /
  • Pages.25-47
  • /
  • 2024
  • /
  • 1226-6191(pISSN)
  • /
  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

U.S. and Korean teacher candidates' approaches to mathematical modeling on a social justice issue

  • Eunhye Flavin (STEM Education, Graduate Teacher Education/Division of Graduate and Professional Studies, Stonehill College) ;
  • Sunghwan Hwang (Department of Mathematics Education, Chuncheon National University of Education)
  • 투고 : 2024.01.08
  • 심사 : 2024.01.31
  • 발행 : 2024.03.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Mathematical modeling activities are gaining popularity in K-12 mathematics education curricula worldwide. These activities serve dual purposes by aiding students in making sense of real-world situations intertwined with social justice while acquiring mathematical knowledge. Despite efforts to prepare teacher candidates for instructing in mathematical modeling within a single country, little attention has been given to teacher candidates' approaches to mathematical modeling on a social justice issue from different countries. This article employs an in-depth, small-scale comparative study to examine the approaches of U.S. and Korean teacher candidates in solving a justice-oriented mathematics task. Our findings reveal that, although both U.S. and Korean teacher candidates identified certain variables as key when constructing a mathematical model, Korean teacher candidates formulated a more nuanced model than U.S. candidates by considering diverse variables. However, U.S. teacher candidates exhibited a heightened engagement in linking the task to social justice issues, whereas Korean teacher candidates barely perceived real-world problems in relation to social justice concerns. This study serves as a valuable tool to inform the roles and limitations of teacher education programs, shaped within specific educational contexts.

키워드

참고문헌

  1. Abassian, A., Safi, F., Bush, S., & Bostic, J. (2019). Five different perspectives on mathematical modeling in mathematics education. Investigations in Mathematics Learning, 12(1), 53-65. https://doi.org/10.1080/19477503.2019.1595360
  2. Aguirre, J. M., Anhalt, C. O., Cortez, R., Turner, E. E., & Simic-Muller, K. (2019). Engaging teachers in the powerful combination of mathematical modeling and social justice: The Flint water task. Mathematics Teacher Educator, 7(2), 7-26. https://doi.org/10.5951/mathteaceduc.7.2.0007
  3. Alhammouri, A. M., Dinapoli, J. (2023). Secondary teachers' perspectives on mathematical modeling and modeling mathematics: Discovery, appreciation, and conflict. Research in Mathematical Education, 26(3), 203-233. https://doi.org/10.7468/jksmed.2023.26.3.203
  4. Anhart, C. & Cortez, R. (2015). Mathematical modeling: A structured process. The Mathematics Teachers, 108, 446-452. https://doi.org/10.5951/mathteacher.108.6.0446
  5. Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. Available online at amte.net/standards.
  6. Barbosa, J. C. (2006). Mathematical modelling in classroom: A socio-critical and discursive perspective. ZDM, 38, 293-301. https://doi.org/10.1007/bf02652812
  7. Barbosa, J. C. (2009). Mathematical modelling, the socio-critical perspective and the reflexive discussions. In M. Blomhoj & S. Carreira (Eds.), Proceedings from topic study group 21 at the 11th international congress on mathematical education (pp. 133-144). Monterrey, Mexico: ICME-11.
  8. Bardy, T., Fehlmann, R. (2023). Mathematical modeling of the tennis serve: Adaptive tasks from middle and high school to college. Research in Mathematical Education, 26(3), 167-202. https://doi.org/10.7468/jksmed.2023.26.3.167
  9. Cai, J., Mok, I., Reddy, V., & Stacey, K. (2017). International comparative studies in mathematics: Lessons and future directions for improving students' learning. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (pp. 79-99). Springer International Publishing. https://doi.org/10.1007/978-3-319-62597-3_6
  10. Casey, S., Bondurant, L., & Ross, A. (2023). Engaging teachers in the combination of statistical investigation and social justice: Fairness in school funding. Mathematics Teacher Educator, 11(2), 139-142. https://doi.org/10.5951/mte.2022.0016
  11. Gates, P. & Jorgensen, R. (2009). Foregrounding social justice in mathematics teacher education. Journal of Mathematics Teacher Education, 12, 161-170. https://doi.org/10.1007/s10857-009-9105-4
  12. Gutstein, E., & Peterson, B. (2013). Rethinking mathematics: Teaching social justice by the numbers (2nd ed.). Rethinking Schools.
  13. Felton-Koestler, M. D. (2020). Teaching sociopolitical issues in mathematics teacher preparation: What do mathematics teacher educators need to know? The Mathematics Enthusiast, 17(2), 435-468. https://doi.org/10.54870/1551-3440.1494
  14. Fulton, E. W., Wickstrom, M. H., Carlson, M. A., & Burroughs, E. A. (2019). Teachers as learners: Engaging communities of learners in mathematical modelling through professional development. In G. A. Stillman & J. P. Brown (Eds.), Lines of inquiry in mathematical modelling research in education, ICME-13 Monographs (pp. 125-142). Springer. https://doi.org/10.1007/978-3-030-14931-4_7
  15. Greefrath, G., & Vorholter, K. (2016). Teaching and learning mathematical modelling: Approaches and developments from German speaking countries [ICME-13 topical survey]. Springer Open. https://doi.org/10.1007/978-3-319-45004-9_1
  16. Han, S., Hwang, J. (2023). Exploring mathematical modeling in classrooms: Insights from diverse studies. Research in Mathematical Education, 26(3), 121-125. https://doi.org/10.7468/jksmed.2023.26.3.121
  17. Hankeln, C., (2020). Mathematical modeling in Germany and France: A comparison of students' modeling processes. Educational Studies in Mathematics, 103(2), 209-229. https://doi.org/10.1007/s10649-019-09931-5
  18. Hwang, H. J., Shin, H. G., Lim, M. K. (2003). An analysis of and connection between the lectures related to mathematics education in national universities of education and education training institutes. School Mathematics, 5(3), 315-342.
  19. Kang, Y. R. (2020). The influence of mathematical modeling activities on the development of group creativity and mathematical attitudes of mathematically gifted students in the elementary school [Master thesis, Seoul National University of Education]. RISS Repository https://www.riss.kr/index.do
  20. Kim, M. (2020, December 14). Chuncheon Gongjicheon blue water analysis results: 'No heavy metals detected']. Gangwon Media Group. Retrieved from https://www.kado.net/news/articleView.html?idxno=1051883. Accessed December 2, 2023.
  21. Kim, R. Y., Ham, S. H., & Paine, L. W. (2011). Knowledge expectations in mathematics teacher preparation programs in South Korea and the United States: Towards international dialogue. Journal of Teacher Education, 62(1), 48-61. https://doi.org/10.1177/0022487110381999
  22. Kim, Y. S. (2022). Changes in perceptions of elementary school preservice teachers about mathematical modeling. Education of Primary School Mathematics, 25(1), 102-123. https://doi.org/10.7468/jksmec.2022.25.1.101
  23. Julie, C., & Mudaly, V. (2007). Mathematical modelling of social issues in school mathematics in south Africa. In W. Blum, P. L. Galbraith, H. W. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education, ICMI 14 (pp. 503-510). Springer Science & Business Media. https://doi.org/10.1007/978-0-387-29822-1_58
  24. Jung, H., & Brady, C. (2023). Modeling actions foregrounded in whole-class modeling discourse: A case study of a model-eliciting activity and a three-act task. Mathematical Thinking and Learning, 1-24. https://doi.org/10.1080/10986065.2023.2180849
  25. Jung, H., & Magiera, M. T. (2023). Connecting mathematical modeling and social justice through problem posing. Mathematical Thinking and Learning, 25(2), 232-251. https://doi.org/10.1080/10986065.2021.1966713
  26. Lesh, R., Middleton, J. A., Caylor, E., & Gupta, S. (2008). A science need: Designing tasks to engage students in modeling complex data. Educational Studies in Mathematics, 68(2), 113-130. https://doi.org/10.1007/s10649-008-9118-4
  27. Maass, K. (2006). What are modelling competencies? ZDM Mathematics Education, 38(2), 113-142. https://doi.org/10.1007/bf02655885
  28. MOE. (2019). 5-1 Mathematics textbook teachers' guide book. Chunjae Education.
  29. MOE. (2022). 2022 Revised mathematics curriculum. MOE. https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=141&boardSeq=93458&lev=0&searchType=null&statusYN=W&page=1&s=moe&m=040401&opType=N
  30. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Author.
  31. National Council of Teachers of Mathematics. (2020). Standards for the preparation of middle level mathematics teachers. https://www.nctm.org/uploadedFiles/Standards_and_Positions/NCTM_Secondary_2020_Final.pdf
  32. National Governors Association Center for Best Practices and the Council of Chief State School Officers (2010). Common core state standards for mathematics. National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
  33. Niss, M., Blum, W., & Galbraith, P. L. (2007). Introduction. In W. Blum, P. L. Galbraith, W. Henn, & M. Niss (Eds.), Modeling and applications in mathematics education (pp. 3-32). Springer. https://doi.org/10.1007/978-0-387-29822-1_1
  34. Park, E. (2016). Comparison of mathematics teacher education programs between Korea and Texas state in the United States: Focused on the teach secondary STEM teacher preparation program [Master thesis, Jeju National University]. JEJU Repository https://oak.jejunu.ac.kr/handle/2020.oak/22278
  35. Schukajlow, S., Kaiser, G., & Stillman, G. (2018). Empirical research on teaching and learning of mathematical modelling: A survey on the current state-of-the-art. ZDM, 50(3), 5-18. https://doi.org/10.1007/s11858-018-0933-5
  36. Suh, J., Matson, K., Seshaiyer, P., Jamieson, S., & Tate, H. (2021). Mathematical modeling as a catalyst for equitable mathematics instruction: Preparing teachers and young learners with 21st century skills. Mathematics, 9(2), 162. https://doi.org/10.3390/math9020162
  37. Thanheiser, E. (Host). (2021, January 4th). Fostering middle school teachers' mathematical knowledge for teaching via analysis of tasks and student work. Association of Mathematics Teacher Educators. Retrieved from https://mtepodcast.amte.net/26. Accessed November 17, 2023.
  38. White, D. Y., Crespo, S., & Civil, M. (Eds.). (2016). Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms. Information Age Publishing.
  39. Zbiek, R. M., & Conner, A. (2006). Beyond motivation: Exploring mathematical modeling as a context for deepening students' understandings of curricular mathematics. Educational Studies in Mathematics, 63(1), 89-112. https://doi.org/10.1007/s10649-005-9002-4