[논문]학생의 문제해결전략에 대한 교사의 노티싱 역량 분석: 이분모 분수의 덧셈과 뺄셈에서 나타난 오류를 중심으로

손태권; 황성환

doi:10.7468/mathedu.2021.60.1.229

학생의 문제해결전략에 대한 교사의 노티싱 역량 분석: 이분모 분수의 덧셈과 뺄셈에서 나타난 오류를 중심으로
Examining teachers' noticing competency on students' problem-solving strategies: Focusing on errors in fraction addition and subtraction with uncommon denominators problems 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.60 no.2, 2021년, pp.229 - 247

손태권 (한국교원대학교대학원) , 황성환 (서울가주초등학교)

초록
AI-Helper

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.

Abstract ▼ AI-Helper

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 strategies containing mathematical errors in fraction addition and subtraction with uncommon denominators problems. Participants were provided three types of students' problem-solving strategies with regard to fraction addition and subtraction problems and asked to identify and interpret students' mathematical understanding and errors represented in their artifacts. Moreover, participants were asked to design additional questions and problems to correct students' mathematical errors. The findings revealed that first, teachers' noticing competency was the highest on identifying, followed by interpreting and responding. Second, responding could be categorized according to the teachers' intentions and the types of problem, and it tended to focus on certain types of responding. For example, in giving questions responding type, checking the hypothesized error took the largest proportion, followed by checking the student's prior knowledge. Moreover, in posing problems responding type, posing problems related to student's prior knowledge with simple computation took the largest proportion. Based on these findings, we suggested implications for the teacher noticing research on students' artifacts.

주제어

표/그림 (13)

$[Table 1] Error types for fraction addition and subtraction with unlike denominator problems$ 표 [Table 1] Error types for fraction addition and subtraction with unlike denominator problems
그림 [Fig. 1] An example of the instrument for measuring teacher's noticing competency to students' problem solving strategies
표 [Table 2] Rubric to analyze teacher's noticing competency to student's problem solving strategies
표 [Table 3] Responding types for giving questions and posing problems
표 [Table 4] Examples of coding teachers' responses
표 [Table 5] Frequency of teachers' noticing according to error types(n=39)
표 [Table 6] Frequency of teachers' noticing across three elements(n=117)
표 [Table 7] Examples of attending and interpreting
표 [Table 8] Examples of giving questions in responding
표 [Table 9] Examples of posing problems in responding
표 [Table 10] Examples of posing problems of T4
표 [Table 11] The types of giving questions in responding(n=124)
표 [Table 12] The types of posing problems in responding(n=114)

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표제어: PCR

동의어: Packet Collision Rate

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