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 A. The Mathematical Education, v.60 no.2, 2021년, pp.229 - 247
손태권 (한국교원대학교대학원) , 황성환 (서울가주초등학교)
학생의 수학적 사고는 다양한 형태의 산출물로 나타나며, 교사는 이를 통해 학생의 수학적 사고를 추론하고 반응할 수 있어야 한다. 본 연구는 이분모 분수의 덧셈과 뺄셈을 중심으로 오류가 포함된 문제해결전략에 대한 39명의 현직 초등교사의 노티싱 역량을 분석하였다. 그로부터 다음과 같은 연구 결과를 도출하였다. 첫째, 교사의 노티싱 역량은 식별하기, 해석하기, 반응하기 순으로 낮아지는 경향을 보였다. 둘째, 반응하기는 교사의 의도와 문제 유형에 따라 범주화할 수 있었다. 이를 바탕으로 교사 노티싱 연구의 시사점을 제언하였다.
Students' mathematical thinking is represented via various forms of outcomes, such as written response and verbal expression, and teachers could infer and respond to their mathematical thinking by using them. This study analyzed 39 elementary teachers' competency to notice students' problem-solving ...
Amador, J. M., Bragelman, J., & Superfine, A. C. (2021). Prospective teachers' noticing: A literature review of methodological approaches to support and analyze noticing. Teaching and Teacher Education, 99, 103256.
An, S. H., & Choi, C. W. (2016). A study of diagnosis and prescription of errors of fractional multiplication and division. Journal of Elementary Mathematics Education in Korea, 20(3), 457 - 477.
Ball, D. L. (1997). What do students know? Facing challenges of distance, context, and desire in trying to hear children. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (Vol. II, pp. 769-818). Dordrecht, Netherlands: Kluwer.
Cho, N. R., & Paik, S. Y. (2013). Comparison of pre- and in-service elementary school teachers' PCK about questioning in mathematics class. Journal of Elementary Mathematics Education in Korea, 17(1), 39-65.
Dietiker, L., Males, L. M., Amador, J. M., & Earnest, D. (2018). Research commentary: Curricular noticing: a framework to describe teachers' interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521-532.
Eom, J. Y., & Ryu, S. R. (2009). An analysis of children's error types in fractional computation. Journal of Elementary Education, 25(2), 67-91.
Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus teachers' noticing: Affordances and opportunities. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 169-187). London, England: Routlege.
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606-633.
Han, C., Kim, H. J., & Kwon, O. N. (2018). Teacher noticing on students' reasoning of statistical variability. Journal of the Korean School Mathematics Society, 21(2), 183-206.
Hwang, S., Cho, E., & Albert, L. R. (2020). Examining mathematics teachers' perception toward multicultural education: Teachers' noticing of multicultural contents in mathematics textbooks. Research in Mathematical Education, 23(2), 93-111.
Jackson, C., & Jong, C. (2017). Reading and reflecting: Elementary preservice teachers' conceptions about teaching mathematics for equity. Mathematics Teacher Education and Development, 19(1), 66-81.
Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
Kilic, H. (2018). Pre-service mathematics teachers' noticing skills and scaffolding practices. International Journal of Science and Mathematics Education, 16(2), 377-400.
Kim, M. K., & Kim, S. Y. (2014). The relations between children's fraction operation skills and error types on constructed-response items. Journal of the Korean School Mathematics Society, 17(3), 409-435.
Kim, Y. A., & Kim, S. J. (2013). An analysis on elementary students' error types of word problem solving strategy. Journal of the Korean School Mathematics Society, 16(1), 113-139.
Land, T. J., Tyminski, A. M., & Drake, C. (2019). Examining aspects of teachers' posing of problems in response to children's mathematical thinking. Journal of Mathematics Teacher Education, 22(4), 331-353.
Li, Y. (2000). A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. Journal for Research in Mathematics Education, 32(2), 234-241.
Males, L.M., Using video of peer teaching to examine grades 6-12 preservice teachers'noticing. In E. O. Schack, M. H. Fisher, J. A. Wilhelm (Eds.) Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 91-112). New York, NY: Springer.
Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge.
National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions. Reston, VA: Author.
Pang, J. S., & Cho, S. M. (2019). An analysis of solution methods by fifth grade students about 'reverse fraction problems'. The Mathematics Education, 58(1), 1-20.
Park, M. Y., & Park, Y. H. (2017). An analysis on the error according to academic achievement level in the fractional computation error of elementary sixth graders. Journal of Elementary Mathematics Education in Korea, 21(1), 23-47.
Robertson, A. D., Scherr, R., & Hammer, D. (2015). Responsive Teaching in Science and Mathematics. New York, NY: Routledge.
Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In M. G. Sherin, V. R. Jacobs, & R. A. Phillipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 223-238). New York, NY: Routledge.
Seidel, T., & Sturmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739-771.
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37.
Son, J. (2013). How preservice teachers interpret and respond to student errors: Ratio and proportion in similar rectangles. Educational Studies in Mathematics, 84, 49-70.
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
Stockero, S. L., & Rupnow, R. L. (2017). Measuring noticing within complex mathematics classroom interactions. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 281-301). New York, NY: Springer.
Sun, W. J., & Pang, J. S. (2020). How do prospective elementary school teachers respond to students' mathematical thinking? The Journal of Educational Research in Mathematics, 30(4), 751-772.
van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. Philipp, (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 134-151). New York, NY: Routledge.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-597.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24(2), 244-276.
Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Fam med, 37(5), 360-363.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.