Browse > Article

A Study on the Questioning in the Elementary Mathematics Textbook  

Park, Man-Goo (Seoul National University of Education)
Publication Information
Education of Primary School Mathematics / v.13, no.1, 2010 , pp. 25-35 More about this Journal
Abstract
The purpose of this research was to analyze questioning types of the Korean Elementary Mathematics Textbook in grade 3 and suggest the direction of questioning strategies for enhancing creativity in mathematics lessons. For the research, the researcher analyzed questioning types of the 3rd grade mathematics textbook and the changes of the questions compared with the questions in the previous textbooks. The author suggested the following recommendations. First, the questioning strategies of the revised mathematics textbook tends more to enhance students' creativity than the previous ones did. Second, teachers need to know the students' level of mathematics before starting their mathematics lessons because teachers can provide more effective differentiated questioning to the students. Third, students can response tuned to their level of mathematics if they meet with open-ended questions. It is desirable to develop good open-ended questions to fit students' abilities. Last, teachers should provide opportunities for students to share their own mathematical thinking. In risk-free environment, students can willingly participate at debating over mathematics proofs and refutation. Teachers should make efforts to make the classroom norm or culture free to debate among students, which leads to enhancement of students' creativity or mathematical creativity.
Keywords
Textbook; Creativity; Questioning;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Laycock, M. (1970). Creative mathematics at Nueva. Arithmetic Teacher, 17, 325-328.
2 Karp, K., & Howell, P. (2004). Building responsibility for learning in students with special needs. Teaching Children Mathematics, 11, 118-126.
3 Krulick, S., & Rudnick, J. A. (1993), Reasoning and problem solving. New York: Pearson Allyn & Bacon.
4 Haylock, D. W. (1987). A framework for assessing mathematical creativity in school children. Educational Studies in Mathematics, 18, 59-74.   DOI
5 Hudson, L. (1967). Contrary imaginations: a psychological study of the English Schoolboy. Harmondsworth: Penguin.
6 Ekvall, G. (1999), Creative climate, In encyclopedia of creativity. Vol. 1 A - H, Runco, M.A & Pritzker, S. R. (Eds.) San Diego: Academic Press Place of Publication.
7 Ervynck, G (1991). Mathematical creativity, In D. Tall (Ed.), Advanced mathematical thinking (42-53). Dordrecht: Kluwer.
8 Fouche, K. K. (1993). Problem solving and creativity: Multiple solution methods in a cross-cultural study in middle level mathematics. Unpublished doctoral dissertation, University of Florida.
9 Guilford, J. (1967). The nature of human intelligence. New York: McGraw-Hill.
10 Haylock, D. W. (1984). Aspects of mathematical creativity in children ages 11-12. Ph. D. Thesis in London University.
11 Balka, D. S. (1974). The development of an instrument to measure creative ability in mathematics. Unpublished doctoral dissertation, University of Missouri.
12 Cobb, P. (1995). Mathematical learning and small-group interaction: Four case studies. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (25-129). Mahwah, NJ: Erlbaum.
13 이강섭․심상길 (2007). 교구를 활용한 활동에서 창의성 평가를 위한 학생들의 반응 유형 분석. 한국수학교육학회지 시리즈 A <수학교육>, 46(2), 227-237.   과학기술학회마을
14 조석희 (2003). 창의성 계발을 위한 수학영재 교육방안. 대한수학교육학회 수학교육학연구대회논문집, 1-21.
15 황우형․최계현․김경미․이명희 (2006). 수학교육과수학적 창의성. 한국수학교육학회지 시리즈 E <수학교육 논문집>, 20(4), 561-574.   과학기술학회마을
16 박만구 (2007). 참여수학을 통한 수학교육 활성화를 위한 모델 개발. 한국학교수학회논문집, 10(4), 557-571.
17 박성선 (2002). 수학적 창의성 시장을 위한 탐구학습에 관한 소고. 초등수학교육연구, 6(2), 65-74.
18 유윤재 (2004). 수학적 창의성의 개념. 한국수학교육학회지 시리즈 E <수학교육 논문집>, 18(3), 81-94.   과학기술학회마을
19 김진호 (2004). 수학적 창의성에 대한 일 논의-창의적인 사람, 창의적인 산물, 창의적인 과정이란 관점으로. 한국수학교육학회지 시리즈 E <수학교육 논문집>, 18(3), 45-56.   과학기술학회마을
20 김판수 (2005). 초등 수학과 영재교육 방안으로서의 창의성과 문제발견. 초등교육연구, 18(2), 303-334.
21 남승인․박만구․신준식 (2010). 수학 창의성 어떻게 기를 것인가. 서울: 교학사.
22 교육과학기술부 (2009). 초등학교 수학교과서 3-1. 서울: 두산동아.
23 교육인적자원부 (2007). 개정 2007 수학과 교육과정. 서울: 교육인적자원부.
24 김용대 (2004). 창의적 문제해결과 문제변형을 위한 사고. 한국수학교육학회지 시리즈 A <수학교육>, 43(4), 399-404.   과학기술학회마을
25 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
26 Small, M. (2009). Good questions: Great ways to differentiate mathematics instruction. New York: Teachers College Press.
27 Sriraman, B. (2004). The characteristics of mathematical creativity. The Mathematics Educator, 14(1), 19-34.
28 Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (3-15). New York: Cambridge University Press.
29 Torrance, E. P. (1963). Education and the creative potential. Minneapolis, MN: University of Minnesota Press.
30 Romey, W. D. (1970). What is your creativity quotient? School Science and Mathematics, 70, 3-8.   DOI
31 Sheffield, L. J. (2006). Developing mathematical promise and creativity. Proceedings of the 11th International Seminar on Education of Gifted Students in Mathematics. 1-7.
32 National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
33 Mann, E. L. (2005). Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students. Unpublished Doctoral Dissertation. University of Connecticut.
34 McCain, T. C., & Callahan, J. F. (1977). Creativity and the elementary school teacher. In J. F. Callahan & L. H. Clark (Eds.). Teaching in the elementary school (283-304). New York: Macmillan Publishing Co.
35 McNulty, R. C. (1969). Children, mathematics and creativity. Unpublished M. A. dissertation, University of Exeter.
36 Murray, M., & Jorgensen, J. (2007). The differentiated math classroom: A guide for teachers K-8. Portmouth, NH: Heinemann.
37 Krulick, S., & Rudnick, J. A. (1999). Innovative tasks to improve critical and creative thinking skills. In L. V. Stiff & F. R. Curcio (Eds.), Developing mathematical reasoning in grade k-12 (pp. 138-145). Reston, VA: National Council of Teachers of Mathematics.
38 Kruteskii, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: University of Chicago Press.