DOI QR코드

DOI QR Code

An analysis of types and functions of questions presented in data and chance area of elementary school mathematics textbooks

초등수학 교과서의 자료와 가능성 영역에 제시된 발문의 유형과 기능 분석

  • Received : 2021.07.19
  • Accepted : 2021.08.23
  • Published : 2021.08.31

Abstract

In this study, by analyzing of types and functions of questions presented in Data and Chance area of the mathematics textbooks for grades 1-6 of the 2015 revised curriculum, the characteristics of the questions presented in the textbook were identified, and implications for teaching and learning related to the questions in this textbook were obtained. Types and functions of the presented questions showed different proportions of appearance according to the grade clusters, and this seems to be related to the learning contents for each grade clusters and the characteristics of grade clusters. In addition, it can be seen that the functions of questions are related to the types of questions. Teachers should have pedagogical content knowledge about Data and Chance area as well as developmental characteristics for each grade clusters. In addition, the teacher should present an suitable question for the level of grade clusters and the nature of the content to be taught so that effective learning can be achieved based on the understanding of the characteristics and functional characteristics of each type of questions. The results of this study can contribute to statistical teaching in a progressive direction by providing a foundation for textbook writing and teaching/learning.

본 연구에서는 초등수학 교과서의 자료와 가능성 영역에 제시된 발문을 학년군별로 비교 분석하여 발문의 특성을 파악하였다. 연구 결과 학년군별로 교과서에 제시된 발문의 유형 및 기능별 출현 비율이 서로 다르게 나타났으며, 이는 학년군별 학습 내용 및 학년군의 특성과 관련이 있는 것으로 보인다. 또한 발문의 기능은 발문의 유형과 관련이 있음을 알 수 있다. 본 연구의 결과는 초등수학의 자료와 가능성 영역 지도 시 발문 사용에 대한 교수·학습상의 기초를 제공하여 발전적인 방향으로 통계교육이 이루어지는데 기여할 수 있을 것이다.

Keywords

References

  1. Back, S. Y., Kim, D. H., & Lee, K. E. (2014). An analysis of the types and characteristics of pre-service mathematics teachers' questioning in demonstrative lessons. Teacher Education Research, 53(3), 400-415. https://doi.org/10.15812/TER.53.3.201409.400
  2. Barnes, D. (1990). Language in the secondary classroom: a study of language interaction in twelve lessons in the first term of secondary education. In D. Barnes, Britton, & H. Rosen(Eds.), Langage, the Learner & the School, 11-77. Baltimore, Md.: Penguin Books.
  3. Brualdi, A. C. (1998). Classroom questions. ERIC/AE Digest. ERIC Clearinghouse on Assessment and Evaluation. Washington DC.
  4. Burns, M. (1985). The role of questioning. The Arithmetic Teacher, 32(6), 14-17. https://doi.org/10.5951/AT.32.6.0014
  5. Chang, D. H., Kim, Y. Y., Lee, T. R., & Kang, M. H. (2010). Statistical mind. Daejeon: Statistics Education Center.
  6. Cho, S. H. & Kim, G. Y. (2021). Investigating mathematics teachers' understanding of and intention to use textbooks. The Mathematical Education, 60(1), 111-131. https://doi.org/10.7468/MATHEDU.2021.60.1.111
  7. Cotton, K. (1989). Classroom questioning. Northwest Regional Educational Laboratory: School improvement research series (SIRS). Retrieved from http://www.nwrel. org/ scpd/sirs/3/cu5.html.
  8. Cunningham, R. T. (1987). What kind of question is that? In W. Wilen (Ed.), Questions, questioning techniques, and effective teaching (pp. 67-94). Washington DC: National Education Association.
  9. Han, J. M. & Park, M. G. (2010). An analysis of teacher questioning focused on mathematical creativity. Journal of elementary mathematics education in Korea, 14(3), 865-884.
  10. Harrop & Swinson, (2003). Teachers' questions in the infant, junior and secondary school. Educational Studies, 29(1), 49-57. https://doi.org/10.1080/03055690303265
  11. Kang, W., Chang, Y. Y., & Jeong, S. H. (2011). An analysis on the pattern of questioning sentence -a case study for the newly appointed teachers- Education of Primary School Mathematics, 14(3). 293-302. https://doi.org/10.7468/JKSMEC.2011.14.3.293
  12. Kang, Y., Na, G. S., Paik, S. Y., & Lee, K. H. (2013). Elementary mathematics professor unit dictionary. Seoul: Gyeongmunsa.
  13. Kwon, S. Y., Kim, N. G., Kim, S. H. Kim, Y. D. Nam, S. I. Ryu, S. R. ..., Cho, J. S. (2006). Let's develop the power of mathematics Why? how? (translation of the book by A. J. Baroody, & R. T. Coslick, Lawrence Eribaum Associates, Inc, 1998), Gyeong-Mun Sa.
  14. Lee, S. Y. (2003). A study on childrens responses according to the types of questioning in elementary mathematics. Master's Thesis, Pusan National University of Education, Pusan.
  15. Li, Y. (2000). A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. Journal for Research in Mathematics Education, 31(2), 234- 241. https://doi.org/10.2307/749754
  16. Manouchehri, A. & Lapp, D. A. (2003). Unveiling student understanding: the role of questioning in instruction. The Mathematics Teacher, 96(8), 562-566. https://doi.org/10.5951/MT.96.8.0562
  17. Ministry of Education (2015). Mathematics Curriculum. 2015-74(Book 8).
  18. National Council of Teachers of Mathematic (1991). Professional standards for teaching mathematics. VA: Reston.
  19. National Council of Teachers of Mathematic (2000). Principles and standards for school mathematics. VA: Reston.
  20. Newmann, (1988). A test of higher-order thinking in social studies: persuasive writing on constitutional issues using NAEP approach. Social Education, 54(4), 369-373.
  21. OZER, E. & SEZER, R. (2014). A comparative analysis of questions in American, Singaporean, and Turkish mathematics textbooks based on the topics covered in 8th grade in Turkey. Educational Sciences: Theory & Practice, 14(1), 411-421.
  22. Park, M. G. (2010). A study on the questioning in the elementary mathematics textbook. Education of Primary School Mathematics, 13(1), 25-35.
  23. Park, M. G. & Kim, J. H. (2006). An analysis on a teacher's questioning in the learner-centered mathematics lessons. Journal of the Korean School Mathematics Society, 9(4), 425-457.
  24. Park, S. S., Kim, M. K. Pang, J. S., & Kwon, J. R. (2017). Teaching mthods in mathematics for elementary school teachers (translation of the book by Reys, E. R., Lindquist, M., Lamdin, D. V., & Smith, N. L. John Wiley & Sons, 2015), Gyo-Woo Sa.
  25. Shahrill, M. (2013). Review of effective teacher questioning in mathematics classrooms. International J ournal of Humanities and Social Science, 3(17), 224-231.
  26. Perry, M. VanderStoep, S. W. & Yu, S. L. (1993). Asking questions in first-grade mathematics classes: potential influences on mathematical thought. Journal of Educational Psychology, 85(1), 31-40. https://doi.org/10.1037/0022-0663.85.1.31
  27. Sahin, A. & Kulm, G. (2008). Sixth grade mathematics teachers' intentions and use of probing, guiding, and factual questions. Journal of mathematics teacher education, 11(3), 221-241. https://doi.org/10.1007/s10857-008-9071-2
  28. Stevens, (1912). The questions as a measure of efficiency in instruction: A critical study of classroom practice, (contributions to education, No. 48). New York: Columbia University, Teachers College Press.
  29. Tak, B. J. (2020). A study on the frames of statistical graphs in the elementary school mathematics textbooks. Education of Primary School Mathematics, 23(4), 157-173. https://doi.org/10.7468/JKSMEC.2020.23.4.157
  30. Vacc N. N. (1993). Implementing the "professional standards for teaching mathematics": questioning in the mathematics classroom. Mathematics Teacher, 41(2), 88-91.
  31. Watson, K. & Young, B. (1986). Discourse for Learning inthe Classroom. In S. Murphy (Ed.), Literacy through "language arts": Teaching and learning in context (pp. 39-49). Urbana, IL: National Council of Teachers of English.
  32. Way, J. (2008). Using questioning to stimulate mathematical thinking. Australian Primary Mathematics Classroom, 13(3), 22-27.
  33. Wood, A. T. & Anderson, C. H. (2001). The case study method: critical thinking enhanced by effective teacher questioning skills. Paper Presented at the Annual International Conference of the World Association for Case Method Research & Application, Lund, 17-20.