[논문]온라인 환경에서 초등 수학 방법론 수업의 교수법 변화

권민성; 여승현

doi:10.7468/mathedu.2022.61.4.521

온라인 환경에서 초등 수학 방법론 수업의 교수법 변화
Beyond adaptation: Transforming pedagogies of teaching elementary mathematics methods course in the online environment 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.61 no.4, 2022년, pp.521 - 537

권민성 (캘리포니아 주립대학교 노쓰리지) , 여승현 (대구교육대학교)

초록
AI-Helper

전례없는 COVID-19 대유행은 교사교육 프로그램에서 일상적으로 예비교사들을 교육하는 방법을 방해함과 동시에 변화를 일으켜 왔다. 본 논문에서는, 두 명의 수학교사교육자들이 COVID-19 대유행동안 대면 수업을 온라인 수업으로 전환하는 과정에 있어 초등수학방법론 교수법을 전용, 변환, 재구성, 수정한 경험을 반성하고자 한다. 협동적인 자기 연구 방법을 사용하여, 우리는 온라인 환경에서 초등수학방법론 수업을 가르치는데 있어 이슈, 도전, 변화, 기회와 혁신에 대해 논의하였다. 지속적 비교 방법을 활용하여, 본 논문에서는 다음 세 가지 주제에 대해 탐구하였다: (1) 가상 교구 사용하기; (2) 예비 교사를 위해 협동적, 상호적, 공유된 학습 경험 만들기; (3) 예비교사들이 학생의 사고에 참여하도록 하기. 본 논문의 결과는 수학교사교육자들의 공학적 교수학적 내용지식을 분석하고, 예비교사들을 위한 협력적인 학습 기회를 만들며, 전문적 학습 공동체에 참여하는 수학교사교육자간의 협력적 자기연구를 설계하는데 시사점을 제공할 것이다.

Abstract ▼ AI-Helper

The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.

주제어

표/그림 (9)

그림 Figure 1. The TPACK framework (http://tpack.org)
그림 Figure 2. Physical ten-frame vs. Virtual ten-frame
그림 Figure 3. Physical base-ten blocks vs. Virtual base-ten blocks
그림 Figure 4. Physical angle measure vs. Virtual angle measure
표 Table 1. Shared collaborative learning spaces used by MTE 1 and MTE 2
표 Table 2. The list of video clips in MTE 1's elementary mathematics methods course
표 Table 3. The list of video clips in MTE 2's elementary mathematics methods course
그림 Figure 5. Discussion on Gretchen's subtraction video from MTE 1's session #5
그림 Figure 6. Discussion on Andrea's subtraction video from MTE 2' session #5

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표제어: PCR

동의어: Packet Collision Rate

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