한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제56권3호
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  • Pages.341-363
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  • 2017
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  • 1225-1380(pISSN)
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  • 2287-9633(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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수학 교사의 주목하기와 반응적 교수의 관계:모든 학생의 수학적 사고 계발을 지향하는 수업 상황에서

The Relationship between Mathematics Teachers' Noticing and Responsive Teaching:In the Context of Teaching for All Students' Mathematical Thinking

  • Kim, Hee-jeong (Department of Mathematics Education, Hongik University) ;
  • Han, Chaereen (Graduate school of Department of Mathematics Education, Seoul National University) ;
  • Bae, Mi Seon (Graduate school of Department of Mathematics Education, Seoul National University) ;
  • Kwon, Oh Nam (Department of Mathematics Education, Seoul National University)
  • 투고 : 2017.08.09
  • 심사 : 2017.08.25
  • 발행 : 2017.08.31
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초록

This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on noticing literature, and agree on the claim which teachers' responsive decisions should be accounted in classroom interactional contexts where teacher, students and content are actively interacting with each other. Building on this responsive teaching model, we analyze classroom observation data of a 7th grade teacher who implemented a lesson package specifically designed to respond to students' mathematical thinking, called Formative Assessment Lessons. Our findings suggest the characteristics of responsive teaching practice and identify the relationship between noticing and responsive teaching as: (a) noticing on students' current status of mathematical thinking by eliciting and anticipating, (b) noticing on students' potential conceptual development with follow-up questions, and (c) noticing for all students' conceptual development by orchestrating productive discussions. This study sheds light on the actual teachable moments in the practice of mathematics teachers and explains what, when and how to support teachers to improve their classroom practice focusing on supporting all students' mathematical conceptual development.

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참고문헌

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