Browse > Article
http://dx.doi.org/10.7468/jksmec.2015.18.2.155

The Effect Of Teachers' Reflection For Mathematics Classroom Instruction - Focused on the cognitive demands of mathematical tasks -  

Lee, Eun Young (Seoul Naebalsan Elementary School)
Lee, Kwangho (Korea National University of Education)
Publication Information
Education of Primary School Mathematics / v.18, no.2, 2015 , pp. 155-173 More about this Journal
Abstract
The purpose of this study is to offer the implication for elementary school mathematics teaching by analyzing teachers' reflection on the cognitive demands of mathematical tasks they give in class. During the setup phase and the implementation phase in math class, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes. After teachers' reflection on teaching, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes in math classes. As a result, before teachers' reflection on the cognitive demands of mathematical tasks, the higher-level demands of mathematical tasks had a tendency to decline. However, after teachers' reflection on the cognitive demands of mathematical tasks, higher-level demands of mathematical tasks were maintained.
Keywords
cognitive demand; mathematical task; Teachers' reflection for classroom instruction;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Ministry of Education and Science Technology (2013). Mathematics 6-1. Seoul: CHUNJAE EDUCATION INC.
2 Ministry of Education and Science Technology (2013). Mathematics 6-2. Seoul: CHUNJAE EDUCATION INC.
3 Ministry of Education and Science Technology (2013). Mathematics Work Book 6-2. Seoul: CHUNJAE EDUCATION INC.
4 Kwak, Hyun Joo(2004). The Reflection on Teaching and Teacher's Teaching Behavior in Early Childhood Education. Chung-Ang University Doctorate Thesis.
5 Kim, Kyung Ui, Kim, Kyung Chul, Choi, Youn Chul(2012). Changes of kindergarten teacher's teaching behaviors based on reflection on large-group discussion activity. Journal of Children's Literature and Education, 13(1), 315-339.
6 Kim, Seong Hee(2005). An Analysis of Cognitive Demands of Tasks as Set up and Implemented in Elementary Mathematics Classrooms. Korea National University of Education Master's Thesis.
7 Lew, Hee Chan, Lee, Kwang Ho, Kang, Yoon Soo, Park Sun Yong, Shin, In Sun, Shin, Jae Hong(2012). A study on current status of mathematics education around the world. Ministry of Education and Science Technology․Korea Foundation for the Advancement of Science and Creativity Policy Research 2012-6.
8 Park, Eun hye(1996). Reflecting Thinking In Early Childhood Teacher Education. Journal of Early Childhood Education, 16(1), 175-192.
9 Pang, Jeong Suk(2004). Case Analysis of Elementary School Mathematics Instruction. The Journal of Elementary Education, 17(2), 419-442.
10 Lee, Jin Hyang(2002). The Effects of Reflection on Teaching to Teachers' Teaching Behaviors and Level on Reflection in Early Childhood Education. Korea National University of Education Doctorate Thesis.
11 Choi, In Young(2013). An Analysis of Cognitive Demands of Communication-Centered Tasks in Elementary Mathematics Classrooms. Korea National University of Education Master's Thesis.
12 Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition:Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 29(5), 524-549.
13 Hiebert, J. et al. (1997). Making sense: teaching and learning mathematics with understanding. Postmouth, NH: Heinemann. 김수환, 박영희, 이경화, 한대희 공역 (2004). 어떻게 이해하지. 서울:경문사
14 Loughran, J. J. (2002). Effective reflective practice. In search of meaning in learning about teaching. Journal of teacher Education, 53(1). 33-43.   DOI
15 Yin, R. K. (2009). Case study research: design and methods (4th ed.). Thousand Oaks. CA: SAGE. 신경식, 서아영 (2011). 사례연구방법, 서울: 한경사.
16 National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. Reston, VA: Author.
17 Pultorak, E. G. (1993). Facilitating reflective thought in novice teachers. Journal of Teacher Education, 44(4), 288-295.   DOI
18 Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (2nd ed.). New York: Columbia University.
19 Zeichner, K. M. (1994). Conceptions of reflective practice in teaching and teacher education. In G. R. Harvard & Hodkinson (Eds.). Action and reflection in teacher education (pp. 15-34). New Jersey: Ablex Publishing Corporation.