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본 연구는 TIMSS 2019 국내 중학교 2학년 학생들의 자료를 다층구조방정식모형에 적용하여 학생수준과 교사수준에서 수학교사의 교수능력과 수업활동유형이학 습자의 수학가치인식과 수학자신감, 그리고 수학흥미에 미치는 영향 및 구조적 관계를 분석하였다. 분석결과, 학생수준과 교사수준에서 수학교사의교수능력은 수학가치인식과 수학자신감, 수학흥미에 정적인 영향을 미쳤으며, 수학가치인식과 수학자신감 역시 수학흥미에 정적인 영향을 미쳤다. 또한, 수학교사의 교수능력은 수학가치인식과 수학자신감을 매개하여 수학흥미에 간접적인 정적 영향을 미쳤다. 그리고 수업활동유형 중 학습내용을 새로운 문제상황에 스스로 적용하기는 수학가치인식에 정적인 영향을 미쳤지만, 수학흥미에는 부적 영향을 미쳤으며, 동질 능력 그룹활동은 수학자신감과 수학흥미에 정적인 영향을 미치는 것으로 나타났다. 본 연구는 학생수준과 교사수준의 다층적 분석을 통해 학교현장의 수학 수업에 의미 있는 시사점을 제시한다.

This study examined the effect and structural relationship of math teachers' teaching ability and class activity types on learners' value perception, confidence, and interest of mathematics at the student level and teacher level. To this end, data from 2nd graders of korea middle school in TIMSS 2019 were applied to the multilevel structural equation model. As a result of the analysis, the teaching ability of math teachers had a positive effect on value perception, confidence, and interest of mathematics at the student level and teacher level. Also, math value perception and math confidence had a positive effect on math interest. and it was confirmed that the teaching ability of math teachers indirectly had a positive effect on math interest by mediating math value perception and math confidence. In addition, the math class activity of applying what was learned to problems had a positive effect on math value perception, but it had a negative effect on math interest. and the class activity of the same ability group had a positive effect on math confidence and math interest. This study presents meaningful implications for math classes in the school field through a multilevel analysis of the student level and the teacher level.

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기사명 저자명 페이지 원문 목차
초등학교 2학년 학생들의 패턴에 대한 이해 실태 조사 = Second graders’ understanding of patterns : focusing on the comparative analysis of before and after learning of the finding rules unit : 규칙 찾기 단원의 학습 전과 후의 비교분석을 중심으로 방정숙, 이수진, 강은진, 김리나 p. 175-194

수학교사의 교수능력과 수업활동유형이 학습자의 정의적 태도에 미치는 영향 = The effects of math teachers’ teaching ability and class activity types on learners’ affective attitudes : a multilevel structural equation model : 다층구조방정식 모형을 적용하여 송효섭, 정희선 p. 195-209

미국 edTPA 평가에서 요구하는 예비 수학 교사의 전문적 역량 분석 = Insights from edTPA in the United States on assessing professional competencies of preservice mathematics teachers 권오남, 권민성, Lim, Brian S., 문진, 정원, 조항윤, 이경원 p. 211-236

담론적 관점에서 히스토그램의 의미와 과제 발문 분석 = Analysis of the meaning of histogram and questioning in histogram tasks from a discursive perspective 김원 p. 237-255

고등학교 수학교과서의 수열 단원에 포함된 개방형 과제의 특징 분석 = An analysis of characteristics of open-ended tasks presented in sequences of high school mathematics textbooks : focusing on cognitive demands : 인지적 난이도 관점을 중심으로 오영석, 김동중 p. 257-268

독일 고등학교 수학에서 행렬 교수·학습 내용 분석 = Analysis of teaching and learning contents of matrix in German high school mathematics 안은경, 고호경 p. 269-287

Guidelines for big data projects in artificial intelligence mathematics education = 인공지능 수학 교육을 위한 빅데이터 프로젝트 과제 가이드라인 Lee, Junghwa, Han, Chaereen, Lim, Woong p. 289-302

참고문헌 (57건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
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15 Hong, S. S., & Lee, D. H. (2015). The effect of ability grouping on Mathematics achievement: Utilizing the Propensity Score Matching. Journal of the Korean School Mathematics Society, 18 (1), 149-167. 미소장
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26 Klein, K. J. & S. W. J. Kozlowski. (2000). From micro to meso: Critical steps in conceptualizing and conducting multilevel research, Organizational Research Methods, 3(3), 211-236. 미소장
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28 Kozlowski, S. W., & Hattrup, K. (1992). A disagreement about within-group agreement: Disentangling issues of consistency versus consensus. Journal of Applied Psychology, 77 (2), 161-167. 미소장
29 Kwon, J. R. (2022). A study analyzing the students' affective characteristics about mathematics in elementary, middle and high school. Journal of Curriculum and Evaluation, 25 (2), 195-224. https://doi.org/10.29221/jce.2022.25.2.195 미소장
30 Lim, H. J., & Lee, J. E. (2016). The longitudinal changes of students` perception on teachers` teaching ability, self-efficacy, and academic achievement. Korean Journal of Youth Studies, 23 (6), 71-95. http://dx.doi.org/10.21509/KJYS.2016.06.23.6.71 미소장
31 Lee, H. C., Kim, H. W., Baeck, S. G., Ko, H. K., & Yi, H. S. (2017). A causal model analysis of non-cognitive characteristics of mathematics learning. Communications of Mathematical Education, 31 (2), 187-201. https://doi.org/10.7468/JKSMEE.2017.31.2.187 미소장
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