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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series C : Education of primary school mathematics, v.27 no.1, 2024년, pp.1 - 18
선우진 (광주교육대학교)
교사의 노티싱 역량은 교사의 수업 전문성을 나타내는 중요한 지표로서 다양하게 연구되었다. 그러나 수학 교사 교육 연구에서는 주로 예비교사의 노티싱을 조사한 사례가 많은 반면에 전문성을 갖춘 현직교사의 노티싱에 대한 연구는 드물다. 이에 본 연구에서는 전문성을 갖춘 현직 초등교사들의 노티싱 특징을 분석하는 데 초점을 두었다. 이를 위해 대학원에서 초등수학교육 전공 강의를 수강하는 초등교사 23인에게 (진분수)÷(자연수)의 원리를 지도하는 수학 수업 영상 한 차시를 시청하며 분석지를 작성하게 했고, 그 결과를 주목하기, 해석하기, 반응하기의 측면으로 자세히 분석했다. 연구 결과, 대다수의 교사들은 분수의 나눗셈 수업에서 수학적으로 중요한 측면을 선택적으로 주목하였고, 분수의 나눗셈 지도에 대한 교수·학습 원리를 토대로 자신이 주목한 현상을 해석할 수 있었으며, 나아가 구체적인 교수학적 대안을 제시하기도 했다. 이러한 연구 결과를 토대로 현직교사의 노티싱 신장을 위한 구체적인 시사점을 논의하였다.
Teachers' ability to notice is a crucial indicator of their instructional expertise. Despite the significance of this ability, research in mathematics teacher education has predominantly focused on the noticing of preservice teachers, with limited exploration into the noticing abilities of experienc...
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