Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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A Study on Pre-service Elementary Teachers' Mathematical Beliefs about the Nature of Mathematics and the Mathematics Learning

수학 교수 학습에 대한 예비초등교사의 신념 연구

  • Received : 2018.12.19
  • Accepted : 2019.01.04
  • Published : 2019.01.31
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Abstract

The purpose of the study was to examine the current status of prospective elementary school teachers' mathematical beliefs. 339 future elementary school teachers majoring in mathematics education from 4 universities participated in the study. The questionnaire used in the TEDS-M(Tatto et al., 2008) was translated into Korean for the purpose of the study. The researchers analyzed the pre-service elementary teachers' beliefs about the nature of mathematics and about mathematics learning. Also, the results of the survey was analyzed by various aspects. To determine differences between the groups, one-way analysis of variance was used. To check the relationship between beliefs about the nature of mathematics and about the mathematics learning, correlation analysis was used. The results of the study revealed that the pre-service elementary teachers tends to believe that the nature of mathematics as 'process of inquiry' rather than 'rules and procedures' which is a view that mathematics as ready-made knowledge. In addition, the pre-service elementary teachers tend to consider 'active learning' as desirable aspects in mathematics teaching-learning practice, while 'teacher's direction' was not. We found that there were statistically significant correlation between 'process of inquiry' and 'active learning' and between 'rules and procedures' and 'teacher direction'. On the basis of these results, more extensive and multifaced research on mathematical beliefs should be needed to design curriculum and plan lessons for future teachers.

이 연구는 우리나라 초등예비교사의 수학의 본질 및 수학 학습에 대한 수학적 신념 및 수학적 신념의 범주별 관련성을 알아보는 데 목적을 두었다. 이를 위해 4개 교육대학교 수학교육과에 재학 중인 1, 2, 3, 4학년 초등예비교사 399명(여학생 283명, 남학생 116명)의 수학적 신념에 대한 자료를 수집하였다. 설문조사에 사용된 문항은 2008년에 실시한 TEDS-M의 신념 관련 연구에 사용하였던 설문지를 국문으로 번역하여 사용하였으며 성별, 학년별, 교육대학교별로 나누어 분석하였다. 또한, 수학의 본질에 대한 신념 사이의 상관 관계를 분석 하였다. 먼저 일원분산분석을 통하여 신념이 각 그룹별로 통계적으로 유의미하게 다른지를 살펴보았으며, 그 후 Duncan의 사후 검증 및 Tukey의 HSD 사후 검증을 실시하여 분석하였다. 연구결과, 예비교사들의 수학의 본질에 대한 신념은 수학이 이미 만들어진 결과인 지식과 절차로 보는 것보다는 탐구의 과정이 수학적 본질에 더 가깝다고 생각하고 있는 것으로 드러났다. 수학학습에 대한 신념 측면에서 연구에 참여한 예비교사들은 '교사지시'에 대해서는 교수 행위로 바람직하지 않다고 보는 반면, 학생들의 주도적 학습에 대해서는 바람직한 것으로 보는 경향이 있었다. 초등 예비교사의 수학적 신념의 범주별 관련성에서 수학을 '탐구의 과정'으로 보는 신념과 수학의 학습이 '주도적 학습'이어야 한다는 신념이 통계적으로 유의미하게 관련되어 있고, 수학을 '규칙과 절차'로 보는 신념과 수학의 학습은 '교사 지시'여야 한다는 신념이 통계적으로 유의미하게 관련이 있는 것으로 나타났다.

Keywords

[표 1] 연구 참여자 [Table 1] Participants

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[표 2] 설문 조사한 신념 [Table 2] Surveyed Beliefs

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[표 3] 예비교사의 수학본질에 대한 신념 [Table 3] Pre-Service Teachers’ Beliefs about the Nature of Mathematics

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[표 4] 성별에따른예비교사의수학본질에대한신념차이 [Table 4] Differences of Beliefs on the Nature of Mathematics According to Gender of Pre-service Teachers

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[표 5] 학년별 예비교사의 수학본질에 대한 신념의 차이 [Table 5] Differences of Beliefs on the Nature of Mathematics According to Grades of Pre-service Teachers

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[표 6] 학년별 ‘규칙과 절차’에 대한 Duncan 검증 [Table 6] Duncan’s Verification on Rules and Procedures by Grades

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[표 7] 학교별 예비교사의 수학본질에 대한 분산 분석 [Table 7] Differences of Beliefs on the Nature of Mathematics by University

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[표 8] 학교별 ‘규칙과 절차’에 대한 Duncan 검증 [Table 8] Duncan’s Verification on Rules and Procedures by University

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[표 9] 학년에 따른 ‘규칙과 절차’에 대한 학교 차이 분석 [Table 9] Differences of Beliefs on Rules and Procedures by Grades

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[표 10] 2학년 학생들의 학교별 ‘규칙과 절차’에 대한 Duncan 검증 [Table 10] Duncan’s Verification on 2nd Grade Rules and Procedures by University

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[표 11] 4학년 학생들의 학교별 '규칙과 절차'에 대한 Duncan 검증 [Table 11] Duncan Verification on 4th Grade Rules and Procedures by University

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[표 12] 예비교사의 수학학습에 대한 신념 [Table 12] Pre-service Teachers’ Beliefs about

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[표 13] 성별에 따른 예비교사의 수학적 신념 차이 [Table 13] Differences of Beliefs in Mathematics Learning by Gender of Pre-service Teachers

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[표 14] 학년별 예비교사의 수학학습 신념 차이 [Table 14] Differences of Beliefs by Grades of Pre-service Teachers

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[표 15] 학년별 ‘교사 지시’에 대한 Duncan 검증 [Table 15] Duncan’s Verification on Teachers’ Direction by Grades

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[표 16] 학교별 예비교사의 수학학습 신념에 대한 분산 분석 [Table 16] Differences of Beliefs on Learning Mathematics by University

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[표 17] 신념 범주별 상관계수 [Table 17] Correlation Coefficient by Subset of Belief

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