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Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.56 no.3, 2017년, pp.341 - 363
김희정 (홍익대학교) , 한채린 (서울대학교 대학원) , 배미선 (서울대학교 대학원) , 권오남 (서울대학교)
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This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on notici...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 교사가 적절한 교수학적 의사 결정을 내리기 위해 '주목하기' 능력이 필요한 이유는? | 교실 수업 상황에서 교사가 학생들의 개별적인 수학적 사고에 근거하여 적절한 교수학적 의사 결정을 내리기 위해서는 무엇보다 먼저 학생들의 수학적 사고를 포착할 수 있는 ‘주목하기(noticing)’ 능력이 필요하다. 교사는 주목하기를 통해서 교실 수업 상황을 나름대로 인지한 후에라야, 이를 해석하여 교수학적으로 유의미한 반응을 할 수 있기 때문이다. ‘주목하기’의 사전적 의미는 관심을 가지고 주의 깊게 살핀다는 뜻이다. | |
| 실제 교사들의 수업에서 반응적 교수의 실행이 어려운 이유는? | 사실 교사 중심의 수업에 비하여 학생의 수학적 사고 중심의 반응적 교수는 그 양상이 복잡하여 실제 많은 교사들이 수업 진행에 어려움을 겪는다. 교사들은 동시다발적으로 사건이 일어나는 수업 장면에서 수업을 진행하는 동시에 학생들의 수학적 사고를 끊임없이 추적하고 분석하여 일련의 교수학적 의사결정을 시기적절하게 계속해서 내려야하기 때문이다. 본 연구는 교사 들이 겪는 어려움의 바탕이 되는 복잡한 교수 현상을 세밀하게 분석하여 반응적 교수를 실행하는 데에 있어 교사가 인지하는 교실 수업 상황과 그들의 교수학적 의사 결정 사이의 메커니즘을 밝히고자 하는 목적을 갖는다. | |
| 이 연구에서는 반응적 교수를 어떻게 정의했는가? | 학생들이 수학적 개념을 올바르게 이해하고 수학적 사고를 발달시키기 위하여 수업 중에 드러나는 학생들의 수학적 사고들을 수업의 중심에 놓고, 교사가 이에 적절하게 반응하며 수학 수업을 이끌어가고자 한다는 것이다(Ball & Cohen, 1999; Black, Harrison, Lee, Marshall, & Wiliam, 2004; Hammer, 1997; Heaton, 2000; Schoenfeld, 2011). 이에 본 고에서는 교사가 학생들의 개별적인 수학적 사고 각각에 주목하고, 이를 교사가 해석하여 수학 적으로 유의미한 방향으로 이끌어가기 위해 실시하는 다양한 교수학적 반응들을 총칭하여 반응적 교수로 정의한다. 이와 같은 반응적 교수 관행2)은 교사로 하여금 학생들의 수학적 사고의 구체적 본질에 주목하여 반응하게 하며(Hammer, Goldberg, & Fargason, 2012), 이를 통해 학생들의 수학적 사고를 깊이 있게 발전시키도록 하는데 있다. |
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