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본 연구의 목적은 수학화 과정에서 교사와 학생 간의 상호작용 양상에 따른 교사의 담론 구조를 분석하는 것이다. 이러한 목적 달성을 위해 학생들의 참여를 촉진하는 교수법을 20년 이상 실행한 경력 교사의 한 학기 수업 44차시 중에서 수학화 과정에서 교사와 학생 간의 서로 다른 상호작용 양상을 보이는 대표적인 경우 각각 1차시 수업을 비교분석하였다(근거 이론). 분석 결과, 학생들의 참여 양상을 고려한 교사의 담론 구조는 수학화 과정 경험에 도움을 준 것으로 볼 수 있었다. 이러한 결과를 바탕으로 향후 학생들과의 상호작용 양상에 따라 수학화 과정을 경험할 수 있도록 도움을 주기 위한 교사의 역할을 구체화함으로써 수학화를 위한 교실 담론 개발에 도움을 줄 수 있을 것이다.

The purpose of this study is to analyze the teacher's discourse structure of teachers according to the interaction pattern between teacher and student in the process of mathematization. To achieve this goal, we observed a semester class (44 lessons) of an experienced teacher who had practiced teaching methods for promoting student engagement for more than 20 years. Among them, one lesson case would be match the teacher’s intention and the student’s response and the other one lesson case would be to mismatch between the teacher’s intention and the student’s response was analyzed. In other words, in the process of mathematization based on students' engagement, the intention of the teacher and the reaction of the student was determined according to the cases where students did not make an error and when they made an error. A methodology used to develop a theory based on data collected through classroom observations(grounded theory). Because the purpose of the study is to identify the teacher's discourse structure to help students’ mathematization, observe the teacher's discourse and collect data based on student engagement. Based on the teacher's discourse, conceptualize it as a discourse structure for students to mathematization. As a result, teacher's discourse structure had contributed to the intention of the teacher and the reaction of the student in the process of mathematization. Based on these results, we can help the development of classroom discourse for mathematization by specifying the role of the teacher to help students experience the mathematization process in the future.

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기사명 저자명 페이지 원문 목차
수학학습부진아 지도방법에 따른 학업성취도 향상에 대한 메타연구 = Meta analysis on the improvement of academic performance by the teaching method for underachievers of learning mathematics 김홍겸 p. 31-45

수학화 과정에서 교사와 학생 간의 상호작용 양상과 교사의 담론 구조 = Interaction patterns between teachers-students and teacher's discourse structures in mathematization processes 최상호 p. 17-29

수학 문제 만들기 유형에 따른 가추 유형과 가추에 동원된 사고 전략 분석 = Analysis of abduction and thinking strategies by type of mathematical problem posing 이명화, 김선희 p. 81-99

토픽모델링을 활용한 국내외 수학교육 연구 동향 비교 연구 = A comparative study of domestic and international research trends of mathematics education through topic modeling 신동조 p. 63-80

부등식의 영역 교육과정 분석 = An analysis of the curriculum on inequalities as regions : using curriculum articulation and mathematical connections : 고교-대학수학의 연계 및 수학적 연결성을 중심으로 이송희, 임웅 p. 1-15

이산확률분포에 대한 예비수학교사의 이해 분석 = A study on the understanding of mathematics preservice teachers for discrete probability distribution 이봉주, 윤용식, 임해미 p. 47-62

참고문헌 (35건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
1 Baek, I., & Choi, C. (2015). Effects on mathematical thinking ability of mathematising learning with RME. Journal of Elementary Mathematics Education in Korea, 19(3), 323-345. 미소장
2 Blum, W. (2011). Can modelling be taught and learnt, some answers from empirical research. In G. Kaiser, W. Blum, R. Borromeo Ferri & G. Stillman (Eds.), Trends in teaching and learning of mathematical modeling (15-30). New York: Springer. 미소장
3 Blum, W., & Ferri, R. B. (2016). Advancing the teaching of mathematical modeling: research-based concepts and examples. In C. R. Hirsch & A. R. McDuffie (Eds.), Mathematical modeling and modeling mathematics (65-76). Reston, VA: NCTM. 미소장
4 Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. Proceedings of the 26th North American Chapter of the International Group for the Psychology of Mathematics Education (774-783). Toronto, Canada. 미소장
5 Chapin, S. H., O'Connor, C., & Anderson, N. C. (2003). Classroom discussions: Using math talk to help students learn, grades 1-6. Sausalito, Calif.: Math Solutions. 미소장
6 Cho, W. (2006). A study on mathematizing teaching and learning in highschool calculus. School Mathematics, 8(4), 417-439. 미소장
7 Choi, J., & Kim, H. (2008). Development and application of learning materials for Freudenthal's mathematising activities in the middle school geometry. Journal of the Korean School Mathematics Society, 11(1), 69-96. 미소장
8 Choi, K. (2017). A design of teaching units for experiencing mathematising of elementary gifted students. Communications of Mathematical Education, 31(2), 223-239. 미소장
9 Choi, S. (2018). Mathematics teachers' discursive competency. Korea University Graduate School Doctoral thesis. 미소장
10 Choi, S., Ha, J., & Kim, D. (2016). An analysis of student engagement strategy and questioning strategy in a peer mentoring teaching method. Journal of the Korean School Mathematics Society, 19(2), 153-176. 미소장
11 Choi, S., & Kim, D. (2017). Effects of a communicational approach to teacher education on cognitive changes in mathematical beliefs. Korean Journal of Teacher Education, 33(4), 25-50. 미소장
12 Choi-Koh, S., & Choi, K. (2006). Student's mathematization of equations in the middle school using the history of mathematics. Mathematical Education, 45(4), 439-457. 미소장
13 Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating qualitative and qualitative research. Upper Saddle River, NJ: Pearson Education. 미소장
14 Freudenthal H. (1973). Mathematics as an Educational Task. Dordrecht: Kluwer Academic Publishers. 미소장
15 Glaser, B. F., & Strauss, A. L. (1967). The discovery of grounded theory. New York: Aldine de Gruyter. 미소장
16 Katano, Z. (2011). Sugakushi wo katsuyo shita kyozai kenkyu(translated by Kim, B., & Jeong, Y.). Seoul: kyungmoonsa(originally published in 1992) 미소장
17 Kim, D., Shin, J., Lee, J., Lim, W., Lee, Y., & Choi, S. (2019). Conceptualizing discursive teaching capacity: A case study of a middle school mathematics teacher. School Mathematics, 21(2), 291-318. 미소장
18 Kwon, O., Ju, M., Park, J., Park, J., Oh, H., & Jo, H. (2013). The study on the development principles for the mathematics textbook based on storytelling and the possibility of implementation. Communications of Mathematical Education, 27(3), 249-266. 미소장
19 Lee, D., & Choe, S. (2006). A qualitative analysis on the characteristics of “Best Practice" in mathematics. Journal of the Korean School Mathematics Society, 9(3), 249-263. 미소장
20 Lee, K., & Kim, W. (2006). An analysis on mathematics teachers' questioning behaviour. Korean Journal of Teacher Education, 22(4), 111-133. 미소장
21 Mehan, H. (1997). Students’ interactional competence. In M. Cole, Y. Engestrom, & O. Vasquez(Eds.), Mind, Culture, and activity: Seminal papers from the laboratory of comparative human cognition (235-240). Cambridge, UK: Cambridge University Press. 미소장
22 NCTM (1991). Professional standards for teaching mathematics. Reston, VA: Author. 미소장
23 NCTM (2000). Principles and standards for school mathematics. Reston, VA: NCTM. 미소장
24 NCTM (2007). Mathematics teaching today. Reston, VA: Author. 미소장
25 Oh, H. (2018). A study on understanding of differentiation. Communications of Mathematical Education, 32(2), 131-146. 미소장
26 Pyo, Y., & Lee, J. (2007). Development and application of real-life problems for uplifting problem solving skills. Communications of Mathematical Education, 21(2), 177-197. 미소장
27 Developing the Practice of Teacher Questioning through a K-2 Elementary Mathematics Field Experience 네이버 미소장
28 On Two Metaphors for Learning and the Dangers of Choosing Just One 네이버 미소장
29 Sfard, A. (2008). Thinking as communicating. New York: Cambridge university press. 미소장
30 Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussion. Reston, VA: NCTM. 미소장
31 Stender, P., & Kaiser, G. (2016). Fostering modeling competencies for complex situations. In C. R. Hirsch & A. R. McDuffie (Eds.), Mathematical modeling and modeling mathematics (107-115). Reston, VA: NCTM. 미소장
32 Treffers, A. (1987). Three dimension. Dordrecht, Holland: Reidel Publishing Company. 미소장
33 Um, S., & Lee, K. (2006). The attitude and the features of learning process in a math history applied lesson. Korean Journal of Teacher Education, 22(4), 135-150. 미소장
34 Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funneling or focusing? H. Steinbring, M. Bussi, & A. Sierpinska(Eds.), Language and communication in the mathematics classroom ( 167-178). Reston, VA: NCTM. 미소장
35 Yim, Y., & Hong, J. (2015). Primary gifted students" mathematical thinking and attitude related to problem solving of triangular array. School Mathematics, 17(3), 377-390. 미소장

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