최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.32 no.3, 2018년, pp.407 - 433
In order to analyze textbooks from a discursive approach, the purpose of this study is to structuralize an analytic framework based on previous literature review and apply it to analyzing the meanings and their syntheses developed by words and visual mediators appeared in the definition of graph in ...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
의사소통학 이론에서 담론의 네 가지 특성은? | 의사소통학 이론은 ‘수학은 담론으로서 유용하게 개념화 될 수 있고, 수학적 사고는 의사소통의 한 형태’라는 주장을 바탕으로 한다. 여기서 ‘담론’은 단어의 사용(word use), 시각적 매개체(visual mediators), 루틴(routines),수학적 서술들(narratives) 이 네 가지 특성으로 결정되는 의사소통의 형식을 의미한다(Sfard, 2008). 단어는 담론의 내용을 구현하는 도구로서 어떤 단어(일상 용어, 수학 용어)를 어떤 수준(대상 수준, 메타 수준)에서 사용하였는지에 따라 담론의 의미가 달라진다. | |
시각적 매개체의 개념에 비형식 이미지들도 포함시킬 수 있나요? | 시각적 매개체는 단어와 함께 사용되어 효과적인 의사소통에 기여하는 실제적인 대상으로서 특히 학교 수학에서 사용되는 시각적 매개체에는 대수적 기호 체계, 기하학적 기호 체계처럼 특수한 기호학적 체계도 포함된다. 또한 형식화된 다이어그램, 그래프, 차트 등도 포함되지만 학생들의 필기,다양한 삽화들과 같은 비형식적인 이미지들도 포함된다. 루틴은 주어진 과제를 수행하는 패턴화된 방법을 의미하는데 동일한 과제에 대하여 학생들의 서로 다른 해결방법을 각각의 고유한 루틴으로 볼 수 있다. | |
메타기능의 특징은? | 또한 수학적 대상이 담론의 발달을 통해 생성되고 존재한다는 것을 알게 되는 방법에 대한 이해를 확장해서 수학적 대상이 학습자에 의해 발달될 수 있는 방법의 잠재적인 이해를 돕는다(Park, 2016). 그리고 사회기호학 관점에서 수학 교과서 담론의 의미란 교과서 저자들이 ‘수학’의 원천적 의미를 학습의 맥락을 고려한 언어 형식을 사용하여 실현한 것으로 관념적 의미(ideational meaning), 대인관계적 의미(interpersonal meaning), 텍스트적 의미(textual meaning)로 구분할 수 있고, 각 의미를 실현하기 위한 언어적 기능으로서 메타기능이 존재하는데(Halliday, 1985/2004), 이러한 메타기능은 교과서에 실현된 의미 분석을 위한 기능적 분석틀의 구성 요소이다(박종훈, 2007). 따라서 두 관점의 이론은 서로 다른 고유한 개념 및 방법론을 갖고 있지만2) 교과서가 수학 담론형성의 기초자료로서 의미를 형성하는 의사소통 체계를 설명하는데 개념적, 방법적인 측면에서 상호보완적으로활용할 수 있을 것이다(Morgan & Sfard, 2016). |
The Ministry of Education (2015). Mathematics curriculum, Se Jong: The Ministry of Education.
National Institute of Korean Language (2018). Standard Korean Language Dictionary(web version), National Institute of Korean Language. Retrieved from http://stdweb2.korean.go.kr/main.jsp#
Kwon, S. & Park, K. S. (2011). A Critical Analysis on Usage and Defining Methods of Terms in Elememtary Mathematics Textbooks in Korea Centered on Some Examples, Journal of Elementary Mathematics Education in Korea, 15(2), 301-316.
Kwon, Y. M. & An, B. G. (2005). The Analysis on Students' Understanding of Mathematics Terms Being Used in Elementary School Mathematics Textbooks, Journal of Elementary Mathematics Education in Korea, 9(2), 137-159.
Kim, N. H. et al. (2016). Study of mathematics curriculum and teaching materials for pre-service teachers and in-service teachers, Seoul: Kyungmoonsa.
Kim, S. H. & Paik, H. S. (2016). An exploration of the direction of a graph in middle school mathematics education, Journal of Learner-Centered Curriculum and Instruction, 16(6), 445-468.
Kim, S. H. et al. (2015). A study to reform the mathematics textbooks that enhance the understanding of terms and symbols, KOFAC BD16010002.
Kim, W. K. et. al. (2018). Middle School Mathematics 1, Seoul: Vi sang Textbook Publishers.
Kim, C. & Shin, J. (2018). A Case Study of Students' Constructions and Interpretations of Informal Graphs, School Mathematics, 20(1), 107-130.
Lew, H. C. et. al. (2018). Middle School Mathematics 1, Seoul: Chun Jae Textbook Publishers.
Ma, M. & Shin, J. (2016). Gifted Middle School Students' Covariational Reasoning Emerging through the Process of Algebra Word Problem Solving, School Mathematics, 18(1), 43-59.
Park, K. S. (2013). An Analysis on Real State of Using Terms in Grade 1-2 Math Textbook/Workbook in Korea: Centered on 'Product', 'Place Value', 'Multiplication Stairs', 'Numeral', School Mathematics, 15(4), 833-846.
Park, K. S. & Yim, J. H. (2005). A Critical Examination of Undefined Mathematical Terms Used in Elementary School Mathematics Textbooks of Korea, The journal of educational research in mathematics, 15(2), 197-213.
Park, S., Byun, H., & Ju, M. (2011). Study on the Mathematics and Learning Characteristics of Middle School Students, KOFAC RRI 2011-5.
Park, J. H. (2007). A Study on Teaching-Learning for Linguistic Realization in Informative Speech, Journal of Speech Communication, 10, 143-166.
Pang, J. S., Kwon, M., & Kim, J. W. (2017). Analysis of the Adequacy of Vocabulary in Elementary Mathematics Textbooks and Workbooks for Grades 5 and 6, The journal of educational research in mathematics, 27(3), 329-350.
An, K. Y. & Kwon, O. N. (2002). Error analysis and treatment in function graph task, J. Korea Soc. Math. Ed. Ser. E: Communications of Mathematical Education, 13(1). 337-360.
Yang, S. H. (2017). A View on the Diversity of the Word and Mathematical Notation Expression Used in High School Mathematics Textbooks, Journal of the Korean School Mathematics Society, 20(3), 211-237.
Lee, C. H. & Kim, B. M. (2003). Analysis of the Error-Remedial Effect and Change of the Students' Misconception on the Learning of Linear Function, School Mathematics, 5(1), 115-133.
Lee, J. Y. et al. (2018). Middle School Mathematics 1, Seoul: Chun Jae Textbook Publishers.
Chang, H. et al. (2017). A Comparative Analysis of Ratio and Rate in Elementary Mathematics Textbooks, Journal of Elementary Mathematics Education in Korea, 21(1), 135-160.
Jeon, S. K. (2017). A Systemic Functional Linguistic Study on Analyzing the Structure of Teaching Practice of High School Mathematics Lessons from the Perspective of Mathematical Objects(PhD Thesis), Department of Mathematics Education, Graduate School Yeungnam University.
Jeon, S. K. & Cho, C. S. (2015). A Study on the Written Texts of a High School Mathematics Textbook and Teacher's Classroom Discourse, Journal of Educational Research in Mathematics, 25(4), 525-547.
Jeon, Y. O. (2006). A Study on Unit of Spoken Language, Korean Language Research, 19, 271-299.
Choi, Y. S. (2014). Critical discourse analysis, Seoul: Hankookmunhwasa.
Alshwaikh, J. (2011). Geometrical diagrams as representation and communication: A functional analytic framework (PhD Thesis). Institute of Education, University of London, London.
Alshwaikh, J. (2016). Investigating the geometry curriculum in Palestinian textbooks: towards multimodal analysis of Arabic mathematics discourse. Research in Mathematics Education, 18(2), 165-181.
Bezemer, J. & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166-195.
Department for Education. (2013). National curriculum in England: Mathematics programmes of study - key stage 3. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf
Dimopoulos, K., Koulaidis, V., & Sklaveniti, S. (2003). Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology. Research in Science Education, 33, 189-216.
Halliday, M. A. K. (1961). Categories of the theory of grammar. Word, 17(3), 242-292.
Halliday, M. A. K. (1975). Language as social semiotic: towards a general sociolinguistic theory. Columbia: Hornbeam Press.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arn.
Halliday, M. A. K. (1985/2004). An introduction to functional grammar, 3rd edition. Revised by Matthiessen, M. I. M., London : Hodder Education.
Halliday, M.A.K. & Martin, J. R.(1993). Writing Science: Literacy and Discursive Power. London: the Falmer Press.
Halliday, M. A. K. & Matthiessen, C. M. (1999) Construing Experience through Meaning: A Language Based Approach to Cognition. London: Cassell.
Hong Kong Special Administrative Region Government. (2015). Mathematics curriculum and assessment guide (Secondary 4-6). Hong Kong: HKSARG. Retrieved from http://www.edb.gov.hk/ attachment/en/curriculum-development/kla/ma/curr/Math_CAGuide_e_2015.pdf
Hersh, R. (1997). What is mathematics, really? New York, NY: Oxford University Press.
Kress, G. & Van Leeuwen, T. (2006). Reading images: The grammar of visual images. London: Routledge.
Leinhardt, G., Zaslavsky, O., & Stein, M. K. (1990). Functions, graphs, and graphing : tasks, learning, and teaching, Review of Educational Research, 60(1), 1-64.
Lemke, J. L. (2003). Mathematics in the middle: Measure, picture, gesture, sign, and word. In A. Saenz-Ludlow, S. Sellweher, & V. Scifarelli(Eds.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 215-234). Ottowa: Legas Publishing.
McKenzie, D. L. & Padilla, M. J. (1986). The construction and validation of the test of graphing in science(TOGS). Journal of Research in Science Teaching, 23(17), 571-579.
Morgan, C. (1996). Writing mathematically: The discourse of investigation. London: Falmer Press.
Morgan, C. (2016). Studying the role of human agency in school mathematics. Research in Mathematics Education, 18(2), 120-141.
Morgan, C. & Sfard, A. (2016). Investigating changes in high-stakes mathematics examinations: a discursive approach. Research in Mathematics Education, 18(2), 92-119.
Morgan, C. & Tang, S. (2016). To what extent are students expected to participate in specialised mathematical discourse? Change over time in school mathematics in England. Research in Mathematics Education, 18(2), 142-164.
O'Halloran, K. L. (2005). Mathematical Discourse: Language, Symbolism and Visual Images. London: Continuum.
O'Halloran, K. L. (2015). The language of learning mathematics: A multimodal perspective. Journal of Mathematical Behavior, 40, 63-74.
Park, J. (2016). Communicational approach to study textbook discourse on the derivative. Educational Studies in Mathematics, 91(3), 395-421.
Queensland Studies Authority. (2013). Year 7 mathematics - Australian curriculum in Queensland. Brisbane: Queensland Studies Authority.
Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading & Writing Quarterly, 23(2), 139-159.
Sfard, A. (2000). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2(3), 157-189.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.
Solomon, Y. & O'Neill, J. (1998). Mathematics and narrative. Language and Education, 12(3), 210-221.
Van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.
Vygotsky, L. S. (2011). 생각과 말, (배희철, 김용호 역). 서울: 살림터. (러시아어초판은 1934년, 영어초판은 1986년 출판).
Wagner, D. (2004). Silence and Voice in the Secondary Mathematics Classroom. unpublished doctoral dissertation. University of Alberta, Edmonton, Canada.
Wagner, D. (2007). Students' critical awareness of voice and agency in mathematics classroom discourse. Mathematical Thinking and Learning, 9(1), 31-50.
Wittgenstein, L. (1953/2003). Philosophical investigations: The German text, with a revised English translation(3rd ed., G. E. M. Anscombe, Trans.). Malden, MA: Blackwell.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.