[논문]수학교사의 대수식 쓰기 지도를 위한 발달에 핵심적인 이해

최윤형; 이수진

doi:10.7468/mathedu.2021.60.3.297

수학교사의 대수식 쓰기 지도를 위한 발달에 핵심적인 이해
Mathematics teachers' Key Developmental Understandings for teaching equation writing 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.60 no.3, 2021년, pp.297 - 319

최윤형 (한국교원대학교 대학원) , 이수진 (한국교원대학교)

초록
AI-Helper

본 연구는 Gess-Newsome(1999)의 변형적 관점에서 수학교사의 수학적 이해와 잠재적 학생들을 가르치기 위한 지도방법 간의 관계를 면밀히 이해하고자 중등 수학교사 4명을 대상으로 질적 사례 연구를 수행하였다. 구체적으로, 대수식 쓰기 문제해결을 위한 발달에 핵심적인 이해를 조사 후, 연구 참여자들이 이에 주목하여 문제를 해결하는지 분석하였다. 나아가 대수식 쓰기를 지도하기 위한 수업을 예상하는 과정에서 나타나는 교수적 행동과 수학적 이해 사이의 연관성을 분석하였다. 분석 결과 KDU에 주목한 2명은 대수식 쓰기 문제해결에 성공했으나, 다른 2명은 가분수 상황을 그림으로 나타내거나 상호적 추론을 요구하는 문제를 어려워하였다. 또한 교사들이 구상한 대수식 쓰기를 지도하는 방법에서 확인된 교수적 행동은 그들이 문제해결 과정에서 주목했던 수학적 이해가 투영되어 있었다. 본 연구 결과는 특정 수학 내용에 대한 교사의 KDU와 교수 활동을 위한 지식과의 연결 사례를 제시함으로 교사교육 연구에 기여한다.

Abstract ▼ AI-Helper

The present study explored a relationship between mathematical understandings of teachers and ways in which their knowledge transferred in designing lessons for hypothetical students from Gess-Newsome (1999)'s transformative perspective of pedagogical content knowledge. To this end, we conducted clinical interviews with four secondary mathematics teachers of their solving and teaching of equation writing. After analyzing the teacher participants' attention to Key Developmental Understandings (Simon, 2007) in solving equation writing, we sought to understand the relationship between their mathematical knowledge of the problems and mathematical knowledge in teaching the problems to hypothetical students. Two of the four teachers who attended the key developmental understandings solved the problems more successfully than those who did not. The other two teachers had trouble representing and explaining the problems, which involved reasoning with improper fractions or reciprocal relationships between quantities. The key developmental understandings of all four teachers were reflected in their pedagogical actions for teaching the equation writing problems. The findings contribute to teacher education by providing empirical data on the relationship between teachers' mathematical knowledge and their knowledge for teaching particular mathematics.

주제어

표/그림 (21)

그림 [Fig. 1] Pedagogical actions and understandings of teachers who have constructed KDU(Lee & Shin, 2015, p.202)
표 [Table 1] Interview questions for equation writing
표 [Table 2] Interview questions for pedagogical understandings
그림 [Fig. 2] Teacher C's drawing for the A1-(3)
그림 [Fig. 3] Teacher C's drawing for the A2-(1)
그림 [Fig. 4] Teacher F's drawing for the A1-(1)
그림 [Fig. 5] Teacher F's response to the A1-(3)
그림 [Fig. 6] Teacher F's drawing for the A1-(3)
그림 [Fig. 7] Teacher F's drawing for the A2-(1)
그림 [Fig. 8] Teacher A's and Teacher E' s drawings for the A1-(1)
그림 [Fig. 9] Teacher A' s response to the A1-(3)
그림 [Fig. 10] Teacher A's and Teacher E' s drawings for the A2-(1)
그림 [Fig. 11] Teacher F's response to the A2-(1)
표 [Table 3] Mathematical understandings in solving equation writing questions
그림 [Fig. 12] Teacher C' s response to the T1-(2)
그림 [Fig. 13] Teacher F' s response to the T1-(2)
그림 [Fig. 14] Teacher C' s response to the T2-(2)
그림 [Fig. 15] Teacher F' s response to the T2-(2)
그림 [Fig. 16] Teacher A' s response to the T1-(2)
그림 [Fig. 17] Teacher A's and Teacher E' s responses to the T2-(2)
표 [Table 4] Mathematical understandings reflected on the pedagogical action of mathematics teachers

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