• 제목/요약/키워드: mathematics instruction

검색결과 133건 처리시간 0.053초

비계설정을 통한 수학 교수-학습에 대한 연구 (On an Analysis of Mathematics Instruction by Scaffolding)

  • 최순옥;정여옥
    • 대한수학교육학회지:수학교육학연구
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    • 제15권1호
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    • pp.57-74
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    • 2005
  • 본 연구는 최근 여러 분야에서 관심이 되고 있는 Vygotsky의 근접발달영역 이론에 기초한 비계설정을 통한 수학 교수-학습 지도의 효과를 살펴보는 데 그 목적이 있다. 이러한 목적을 달성하기 위하여 Vygotsky의 근접발달영역 이론과 이를 근거로 학생들의 발달을 촉진하기 위한 비계설정 이론을 고찰하여 비계설정을 통한 수학 교수-학습과정을 개발한 후에, 이러한 과정에 따라 초등학교 5학년 학생들을 대상으로 분수 내용을 지도한 후에 수업 과정을 분석하고, 학생들의 수학 학습 능력과 수학적 태도에 미치는 영향을 분석하였다. 그 결과 교사에 의한 비계설정은 학습 효과를 높일 뿐만 아니라 학생과 학생 사이의 비계설정으로 전이되며, 학생들의 수학 학습 능력을 향상시키는 데 효과적이며, 수학적 태도를 긍정적으로 변화 시킴을 알 수 있었다.

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좋은 수학 수업에 대한 학교 관리자의 인식 조사 및 초등 교사와의 인식 비교 (School Administrators' Perspectives of Effective Mathematics Instruction and Comparison to Teachers' Perspectives)

  • 권미선;방정숙
    • 한국수학교육학회지시리즈C:초등수학교육
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    • 제19권4호
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    • pp.329-347
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    • 2016
  • 본 연구는 좋은 수학 수업에 대한 학교 관리자의 인식을 알아보고, 선행 연구를 기반으로 좋은 수학 수업에 대한 학교 관리자와 초등 교사와의 인식을 비교하였다. 이를 위해 학교 관리자 32명을 대상으로 자유기술식, 등위식, 척도식 설문을 실시하였다. 학교 관리자의 인식 조사 결과, 자유기술식 설문에서는 구체적 조작물을 활용하는 수업, 학생들이 사고할 수 있도록 지도하는 수업 등이 좋은 수학 수업의 모습으로 나타났다. 등위식 설문에서는 대영역 중 교육과정과 교육내용이, 중영역 중 교육과정 구성이 좋은 수학 수업을 구성하는 가장 중요한 영역으로 선택되었다. 또한 척도식 설문에서는 학생 수준에 맞게 교육과정을 재구성하여 실시한 수업, 수학과 기본 개념 사이의 연계성을 알 수 있도록 지도하는 수업 등은 매우 좋은 수학 수업으로, 계산을 능숙하게 할 수 있도록 지도하는 수업, 물리적 환경이 잘 조성된 상태에서 이루어지는 수업 등은 상대적으로 덜 좋은 수학 수업이라는 인식이 드러났다. 좋은 수학 수업에 대한 초등 교사의 인식을 조사한 선행 연구를 토대로 본 연구와 비교한 결과, 전반적인 경향은 유사하였다. 하지만 각 요소별로 실시한 t 검정 결과 총 48개 중 20개의 요소에서 학교 관리자와 초등 교사의 인식은 유의한 차이를 보였다. 이러한 연구 결과를 토대로 좋은 수학 수업에 대한 학교 관리자의 인식과 초등 교사와의 인식 차이에 따른 시사점을 논의하였다.

수학적 의사소통을 강조한 수학 학습 지도의 효과 (Effects of Mathematics Instruction that Emphasize the Mathematical Communication)

  • 이종희;최승현;김선희
    • 한국수학교육학회지시리즈A:수학교육
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    • 제41권2호
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    • pp.157-172
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    • 2002
  • The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

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Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

  • PANG, JeongSuk;KWON, Mi Sun
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제19권2호
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    • pp.141-153
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    • 2015
  • This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

수학 수업에서 드러나는 교사 지식을 분석하기 위한 틀로서의 '교사 지식의 사중주(Knowledge Quartet)' ('The Knowledge Quartet' as a framework of analyzing teacher knowledge in mathematics instruction)

  • 방정숙;정유경
    • 한국수학교육학회지시리즈A:수학교육
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    • 제52권4호
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    • pp.567-586
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    • 2013
  • The purpose of this study was to introduce the Knowledge Quartet (KQ) framework by which we can analyze teacher knowledge revealed in teaching mathematics. Specifically, this paper addressed how the KQ framework has been developed and employed in the context of research on teacher knowledge. In order to make the framework accessible, this paper analyzed an elementary school teacher's knowledge in teaching her fifth grade students how to figure out the area of a trapezoid using the four dimensions of the KQ (i.e., foundation, transformation, connection, and contingency). This paper is expected to provide mathematics educators with a basis of understanding the nature of teacher knowledge in teaching mathematics and to induce further detailed analyses of teacher knowledge using some dimensions of the KQ framework.

수학 예비교사의 가상 수업 시연의 특징 및 동료 예비교사의 평가 (Analysis on the peer assessment results and the attributes of mathematics pre-service teachers' virtual instruction)

  • 김선희
    • 한국수학교육학회지시리즈A:수학교육
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    • 제52권4호
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    • pp.465-481
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    • 2013
  • In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.

수학 수업 중 원활한 의사소통이 이루어지는 교실문화 형성하기 (Establishing Classroom Culture Supporting Harmonious Communication in Mathematics Instruction)

  • 김진호
    • 한국수학교육학회지시리즈C:초등수학교육
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    • 제12권2호
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    • pp.99-115
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    • 2009
  • 2007 개정 수학과 교육과정 중 두드러진 특징 중 하나는 의사소통의 강조이다. 의사소통은 단지 학생들의 의견을 청취하는 것이 아니다. 즉, 의사소통과 발표는 구분되어야 한다. 본 고에서는 의사소통이 원활이 이루어지는 교실문화 형성을 위해 교사에게 요구되는 교수 학습 실제에 대해서 논의하였다.

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수학 과제 분석을 통한 예비 초등 교사의 전문성 신장 (Professional Development of Prospective Elementary School Teachers by the Analysis of Mathematical Tasks)

  • 방정숙
    • 한국수학교육학회지시리즈A:수학교육
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    • 제46권4호
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    • pp.465-482
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    • 2007
  • The purpose of this study was to explore how pre-service elementary school teachers participate in a course specifically designed to help them learn how to analyze instruction in terms of the levels of cognitive demand of mathematical tasks. This paper describes what prospective teachers learned while reading the cases of "implementing standards-based mathematics instruction", analyzing all tasks of one unit in one elementary mathematics textbook, observing master teachers' mathematics instruction as well as their colleagues during the practicum period, and developing their own cases on the basis of the design and implementation of instruction focused on mathematical tasks. This paper includes various reflections of the prospective teachers.

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중학교 영재학생과 예비교사의 영(0)에 관한 인식과 오류 (Conceptual errors related to zero by secondary school gifted student and preservice teachers)

  • 박지현
    • 한국수학교육학회지시리즈A:수학교육
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    • 제46권4호
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    • pp.357-369
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    • 2007
  • Teachers and students' knowledge of zero was investigated through data collected from 16 preservice secondary mathematics teachers and 20 gifted secondary school students. Results showed that these teachers and students had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Although leachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The article suggests using errors as springboards for inquiry in action, discusses its potential contributions to mathematics instruction by analyzing students and preservice teachers errors related to zero.

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Understanding Prospective Teachers' Verbal Intervention through Teachers' Group Work Monitoring Routines

  • Pak, Byungeun
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제23권4호
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    • pp.219-233
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    • 2020
  • Teachers' intervention in small groups is a research area that needs more research attention. Ehrenfeld and Horn (2020) identified teachers' group work monitoring routines that consist of four recurrent talk moves: 1) Initiation, 2) Entry, 3) Focus, and 4) Exit. To better understand prospective teachers' (PTs) intervention in small groups in mathematics classrooms, I investigated how PTs' intervention actions and purposes are related to the monitoring routines, particularly, in terms of Focus moves. I analyzed 26 PTs' responses to four written scenarios, each of which depicts interactions among students in a small group. I identified 1) types of PTs' math talk, 2) types of PTs' non-math talk, 3) types of intervention purposes, and 4) patterns of intervention actions and purposes by scenario. This study contributes to understanding PTs' intervention actions and purposes in mathematics instruction.