Browse > Article
http://dx.doi.org/10.7468/jksmec.2022.25.4.313

The Characteristics of the Questions Presented in Shapes Area and Measurement Area of Elementary Mathematics Textbooks  

Do, Joowon (Seoul Yongam Elementary School)
Publication Information
Education of Primary School Mathematics / v.25, no.4, 2022 , pp. 313-328 More about this Journal
Abstract
The purpose of this study is to understand the characteristics of the questions presented in shapes area and Measurement area of elementary mathematics textbooks. For this purpose, the types of questions presented in shapes area and measurement area of elementary mathematics textbooks and their working functions were comparatively analyzed by area and by grade cluster. As a result of the analysis, the number of questions per lesson increased sharply in the 3rd and 4th grade cluster compared to the 1st and 2nd grade cluster in both shapes area and measurement area. In these two areas, the most common reasoning questions are presented. It is presented relatively more in measurement area than in shapes area. There was a clear difference between the types of questions presented in shapes area and measurement area. In common with the two areas, questions mainly were acted as a function to help students learn to reason mathematically, a function to help students to determine whether something is mathematically correct, and a function to help students learn to conjecture, invent, and solve problem. The characteristics of the questions identified in this study can provide teaching/learning implications for the design and application of the questions suitable for the guidance of shapes area and measurement area, and can be used as a reference material when writing mathematics textbooks.
Keywords
shapes area; measurement area; question; type of question; function of question; analysis of mathematics textbook;
Citations & Related Records
연도 인용수 순위
  • Reference
1 이지승(2017). 초등수학 수업에 나타나는 초임 교사의 발문 유형 분석. 서울교육대학교 석사학위논문.
2 교육부(2018b). 수학 3-2. (주)천재교육.
3 교육부(2018c). 수학 4-1. (주)천재교육.
4 Ozer, E. & Sezer, R. (2014). A comparative analysis of questions in American, Singaporean, and Turkish mathematics textbooks based on the topics covered in 8th grade in Turkey. Educational Sciences: Theory and Practice, 14(1), 411-421.
5 Perry, M. VanderStoep, S. W. & Yu, S. L. (1993). Asking questions in first-grade mathematics classes: potential influences on mathematical thought. Journal of Educational Psychology, 85(1), 31-40.   DOI
6 강완, 나귀수, 백석윤, 이경화(2013). 초등수학 교수 단위 사전. 경문사.
7 Small, M. (2020). Good questions: Great ways to differentiate mathematics instruction in the standards-based classroom. Teachers College Press.
8 Vacc, N. N. (1993). Implementing the "professional standards for teaching mathematics": Questioning in the mathematics classroom. The Arithmetic Teacher, 41(2), 88-91.   DOI
9 Wilen, W. W. (1991). Questioning skill, for teachers (4th ed.). National Education Association.
10 교육부(2019b). 수학 5-2. (주)천재교육.
11 교육부(2019c). 수학 6-1. (주)천재교육.
12 교육부(2019d). 수학 6-2. (주)천재교육.
13 교육부(2018d). 수학 4-2. (주)천재교육.
14 교육부(2017b). 수학 1-2. (주)천재교육.
15 교육부(2017c). 수학 2-1. (주)천재교육.
16 백소영, 김도현, 이경언(2014). 수업 시연에 나타나는 예비 수학교사의 발문 유형과 특성 분석. 교사교육연구, 53(3), 400-415.   DOI
17 도주원(2022). 초등수학 교과서의 수와 연산 영역 단원에 제시된 발문 특성 분석. 한국수학교육학회지 시리즈 C <수학교육논문집>, 36(1), 89-105.
18 변홍규(1994). 질문제시의 기법: 능률적 질문기법 훈련프로그램. 교육과학사.
19 교육부(2017d). 수학 2-2. (주)천재교육.
20 교육부(2018a). 수학 3-1. (주)천재교육.
21 교육부(2019a). 수학 5-1. (주)천재교육.
22 Yee, F. P. (2002). Using short open-ended mathematics questions to promote thinking and understanding. In Proceedings of the 4th International Conference on The Humanistic Renaissance in Mathematics Education.
23 Wimer J. W., Ridenour, C. S., Thomas, K., & Place A. W. (2001). Higher order teacher questioning of boys and girls in elementary mathematics classrooms. Journal of Educational Research, 95(2), 84-92.   DOI
24 Mason, J. (2010). Effective questioning and responding in the mathematics classroom' reworked and updated from: Mason, J. (2002). 'Minding Your Qs and Rs: effective questioning and responding in the mathematics classroom'. Aspects of teaching secondary mathematics: perspectives on practice. Routledge Falmer.
25 박만구(2010). 초등 수학교과서의 창의성 신장을 위한 발문. 한국수학교육학회지 시리즈 C <초등수학교육>, 13(1), 25-35.
26 Sahin, A. & Kulm, G. (2008). Sixth grade mathematics teachers' intentions and use of probing, guiding, and factual questions. Journal of mathematics teacher education, 11(3), 221-241.   DOI
27 Baroody, A. J. & Coslick, R. T. (1998). Let's develop the power of mathematics why? how? Lawrence Eribaum Associates, Inc. 권성룡, 김남균, 김수환, 김용대, 남승인, 류성림, 방정숙, 신준식, 이대현, 이봉주, 조완영, 조정수 공역(2006). 수학의 힘을 길러주자. 왜? 어떻게? 경문사.
28 조가은, 박만구(2021). 한국과 미국 초등수학교과서의 도형 영역 발문 유형 분석. 한국초등수학교육학회지, 25(3), 315-336.
29 한정민, 박만구(2010). 수학적 창의성 관점에서 본 교사의 발문 분석. 한국초등수학교육학회지, 14(3), 865-884.
30 Barnes, D. (1990). Language in the secondary classroom: A study of language interaction in twelve lessons in the first term of secondary education. In D. Barnes, J. Britton, & H. Rosen(Eds.), Langage, the learner & the school (pp. 11-77). Penguin Books.
31 Brualdi, A. C. (1998). Classroom questions. ERIC/AE Digest. ERIC Clearinghouse on Assessment and Evaluation.
32 Chang, C. C. & Silalahi, S. M. (2017). A review and content analysis of mathematics textbooks in educational research. Problems of Education in the 21st Century, 75(3), 235-251.   DOI
33 Watson, K. & Young, B. (1986). Discourse for learning in the classroom. In S. Murphy (Ed.), Literacy through "language arts": teaching and learning in context (pp. 39-49). National Council of Teachers of English.
34 Manouchehri, A. & Lapp, D. A. (2003). Unveiling student understanding: the role of questioning in instruction. The Mathematics Teacher, 96(8), 562-566.   DOI
35 National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. NCTM.
36 National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. NCTM.
37 Newmann, F, M. (1990). A test of higher-order thinking in social studies: persuasive writing on constitutional issues using NAEP approach. Social Education, 54(4), 369-373.
38 Corey, S. (1940). The teachers out-talk the pupils. School Review, 48, 745-752.   DOI
39 Fuys, D. J. & Liebov, A. K. (1993). Geometry & spatial sense. In R. J. Jensen (Ed.), Research idea for the classroom: Early childhood mathematics (pp.195-222). NCTM.
40 강완, 장윤영, 정선혜(2011). 수학 수업 발문유형 분석 및 대안 탐색 - 신임 교사 사례 연구. 초등수학교육, 14(3). 293-302.
41 교육부(2015). 수학과 교육과정. 교육부 고시 제2015-74호.
42 교육부(2017a). 수학 1-1. (주)천재교육.
43 Cunningham, R. T. (1987). What kind of question is that? In W. Wilen (Ed.), Questions, questioning techniques, and effective teaching (pp. 67-94). National Education Association.
44 Burns, M. (1985). The role of questioning. The Arithmetic Teacher, 32(6), 14-17.   DOI
45 도주원(2021b). 초등수학의 규칙성 영역 단원에 제시된 발문의 특성 분석. 한국수학교육학회지 시리즈 C <초등수학교육>, 24(4), 180-202.
46 백석윤(2016). 수학 문제해결 교육. 경문사.
47 박만구, 김진호(2006). 학습자 중심의 수학 수업에서 교사의 발문 분석. 한국학교수학회논문집, 9(4), 425-457.
48 도주원(2021a). 초등수학 교과서의 자료와 가능성 영역에 제시된 발문의 유형과 기능 분석. 한국수학교육학회지 시리즈 A <수학교육>, 60(3), 265-279.
49 Common Core State Standards Initiative (2010). Common core state standards for mathematics (CCSSM). National Governors Association Center for Best Practices and the Council of Chief State School officers.
50 Cotton, K. (1989). Classroom questioning. Northwest Regional Educational Laboratory: School improvement research series (SIRS). Retrieved from http://www.nwrel.org/scpd/sirs/3/cu5.html
51 Reys, E. R., Lindquist, M., Lamdin, D. V., & Smith, N. L. (2015). Helping children learn mathematic (11th ed.). John Wiley & Sons. 박성선, 김민경, 방정숙, 권점례 공역 (2017). 초등교사를 위한 수학과 교수법. 교우사.
52 Shahrill, M. (2013). Review of effective teacher questioning in mathematics classrooms. International Journal of Humanities and Social Science, 3(17), 224-231.