[논문]예비교사의 수학교수학습에 대한 신념체계와 기술된 수업행동 분석

김구연

예비교사의 수학교수학습에 대한 신념체계와 기술된 수업행동 분석
Exploring Beliefs and Stated-Actions of a Preservice Mathematics Teacher 원문보기

이 연구의 목적은 예비수학교사의 수학교수학습에 대한 신념체계와 수학교수법 중에 시행하는 예비실습을 하는 동안 기록한 활동지의 기술된 수업행동을 분석하여 예비교사가 어떻게 새로운 신념체계를 내재화하는 지 살펴보는 것이다. 연구 결과, 연구에 참여한 예비교사는 일대일 학생과의 예비실습활동을 통하여, 초등학생들의 수학학습 사고과정에 대한 지식을 더 확실하게 자신의 신념체계로 통합하는 것으로 보인다. 그 과정에서 예비교사는 기존의 신념체계와의 심리적 갈등을 겪고 해소해 나가는 것으로 나타났다. 또한, 그 과정을 통하여, 예비교사는 자신의 수학교수학습에 대한 신념체계를 보다 더 분명하고 명확하게 표현하는 것으로 나타났다.

The purpose of this study is to examine a preservice elementary mathematics teacher's beliefs and stated-actions in which she planned and implemented mathematical activities in a field experience within a mathematics methods course. Results show that the preservice teacher seemed to be dealing with conflicts and trying to resolve them in order to make sense to herself. Results also suggest that the preservice teacher's beliefs about how children learn seem to get confirmed through the field experiences so that she was able to articulate, which influence her experience of focusing on an individual child. This, in turn, induces her to elaborate her beliefs. These processes would explain her beliefs and actions as a sensible system.

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문제 정의

In the next sections, I present a brief overview of literature on mathematics teachers’ beliefs. I then illustrate the processes of data collection and analysis for this study. Finally, I discuss the results and implications of the study.
This study attempts to explore how one preservice elementary teacher’s beliefs emerged in her stated-actions in working with a child while taking a mathematics methods course focused on children’s mathematical learning and thinking processes. In addition, the study explores how the preservice elementary teacher transforms her beliefs into instructional activities of mathematics for a child as field experience. The following research questions guided this study: How do a preservice elementary teacher’s beliefs about mathematics teaching and learning, and mathematics influence her stated-actions in working with an elementary student during a mathematics methods course?

제안 방법

In particular, I attempt to explore how the preservie teacher's implicit and unconscious changes, if any, in her views about mathematics and teaching and learning mathematics emerge in her activity reports and how the teacher consciously or unconsciously embrace the ideas and views discussed in a reform-oriented mathematics methods course. Also, this study aims to investigate how a preservice elementary teacher goes through making sense of her beliefs and transforming them into intended-actions.
The major archival database for this study comprised the participant's documents created in the mathematics methods course such as autobiography, two beliefs statements—one at the beginning and the other at the end of the semester, and activity reports written during the field experience portion of the course. For the field experience, preservice teachers in the course visited an elementary school near the university once a week for 7 weeks and worked with first-grade children, one-on-one, for about an hour each visit. The activity report consisted of objectives, activities, descriptions of what happened during the hour including problems or successes, questions/concerns, and ideas for next session.
I began data analysis by reading the autobiography and statements of beliefs of the participant and interview transcripts. After the first reading, I was able to get a general idea about the participant's experience and beliefs in relation to mathematics and teaching mathematics.
For the field experience, preservice teachers in the course visited an elementary school near the university once a week for 7 weeks and worked with first-grade children, one-on-one, for about an hour each visit. The activity report consisted of objectives, activities, descriptions of what happened during the hour including problems or successes, questions/concerns, and ideas for next session. The preservice teachers planned by writing the objectives and activities before the field experience and wrote the rest after they finished working with children.
The focus of the interviews was to explore the preservice teacher's beliefs about mathematics and mathematics teaching and learning and further, investigate in detail her mathematical activities with a first grader in the field experience.
The major archival database for this study comprised the participant's documents created in the mathematics methods course such as autobiography, two beliefs statements—one at the beginning and the other at the end of the semester, and activity reports written during the field experience portion of the course.
For the study, I analyzed archival data that were written by the participant and in-depth interviews that were collected for about 6 months from fall semester through mid-spring semester of an academic year at a large university in the southeastern region in the United States. The participant was an elementary education major in the teacher education program taking the first mathematics methods course of a two-semester sequence. At the same time, she was taking a second mathematics content course of a three-semester sequence.
The data were analyzed using the constant comparative method (Glaser & Strauss, 1967). The process of data analysis began with finding keywords from the interview transcripts and archival documents including autobiography, beliefs statements, and activity reports. I categorized those words into themes emerging from the interviews and documents.
The purpose of this study is to examine a preservice elementary mathematics teacher’s beliefs and actions-reported, not observed, in which she planned and implemented mathematical activities in a one-on-one situation situated in a field experience within a mathematics methods course.
This study attempts to explore how one preservice elementary teacher’s beliefs emerged in her stated-actions in working with a child while taking a mathematics methods course focused on children’s mathematical learning and thinking processes.
This study used qualitative research methods for data collection and analysis. For the study, I analyzed archival data that were written by the participant and in-depth interviews that were collected for about 6 months from fall semester through mid-spring semester of an academic year at a large university in the southeastern region in the United States.

대상 데이터

Alison Keim was a Caucasian female and 20-year-old college junior at the time of this study. She majored in elementary education because she believed being a teacher was her calling and she loved children.
This study used qualitative research methods for data collection and analysis. For the study, I analyzed archival data that were written by the participant and in-depth interviews that were collected for about 6 months from fall semester through mid-spring semester of an academic year at a large university in the southeastern region in the United States. The participant was an elementary education major in the teacher education program taking the first mathematics methods course of a two-semester sequence.

이론/모형

The data were analyzed using the constant comparative method (Glaser & Strauss, 1967).

성능/효과

The results from this study on how a preservice elementary teacher goes through making sense of her beliefs as a sensible system suggest for teacher education that designing mathematics methods courses in ways that explicitly deal with mathematics pedagogy and incorporate research findings on children’s mathematical understanding would influence preservice teachers’ thinking about teaching and learning mathematics.

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연합인증

예비교사의 수학교수학습에 대한 신념체계와 기술된 수업행동 분석
Exploring Beliefs and Stated-Actions of a Preservice Mathematics Teacher 원문보기

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예비교사의 수학교수학습에 대한 신념체계와 기술된 수업행동 분석 Exploring Beliefs and Stated-Actions of a Preservice Mathematics Teacher 원문보기

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예비교사의 수학교수학습에 대한 신념체계와 기술된 수업행동 분석
Exploring Beliefs and Stated-Actions of a Preservice Mathematics Teacher 원문보기

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