Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)
- Volume 6 Issue 1
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- Pages.39-51
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- 2002
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- 1226-6191(pISSN)
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- 2287-9943(eISSN)
An Elementary Teacher's Practical Knowledge of Using mathematical Tasks for Promoting Students' Understanding and Discourse
- Cho, Cheong-Soo (Department of Mathematics, College of Education, Yeungnam University)
- Published : 2002.03.01
Abstract
This study described an elementary teacher's practical knowledge of selecting and using mathematical tasks for promoting students' understanding and discourse. The informant of this ethnographic inquiry was a third grade teacher and has 10 years of teaching experience. According to the analysis of multiple data sources, this study showed that based on his beliefs about the development of understanding of mathematics and discourse, he continually employed two different types of tasks: open-ended tasks and tasks from students' mistakes and comments during discourse. Teachers' practical knowledge of teaching mathematics and the classroom norms for students' understanding and discourse are suggested to be given attention for further research on this area.
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