참고문헌
- Alice F. Artzt., Eleanor Armour-Thomas., & Frances R. Curio. (2015). Becoming a reflective mathematics teacher. Seoul: Kyungmoon Publishers.
- Boaler, J. (2016). Mathematical mindsets. Unleashing students' potential through creative math, inspiring messages & innovative teaching. San Francisco: Wiley.
- Brousseau, G. (2002). Theory of didactical situations in mathematics: Didactique des mathematiques, 1970-1990. Dordrecht: Kluwer Academic Publishers.
- Charalambous, Y. C. (2009). Mathematical knowledge for teaching and providing explanations: An exploratory study. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proc. 33rd Conf. of the Int. Group for the Psychology of Mathematics Education (Vol. 2, pp. 305-312). Thessaloniki, Greece: PME.
- Cho, J. W. (2017). A triangular analysis of mathematics classroom discourse Doctoral dissertation. Graduate School in Seoul National University, Seoul, Korea.
- Cho, J. W., & Lee, K. H. (2015). The later wittgenstein' philosophy and mathematics learning. The journal of educational research in mathematics, 25(1), 59-74.
- Cho, J. W., Park, M. S., Lee, K. H., & Lee, E. J. (2016). Characteristics of teachers' questioning to formulate an effective mathematics discourse. School Mathematics, 18(1), 193-214.
- Choi, H. S., & Han, H. S. (2020). A study on the reflective thinking of pre-service mathematics teachers. Journal of Learner-Centered Curriculum and Instruction, 20(5), 999-1028. https://doi.org/10.22251/jlcci.2020.20.5.999
- Choi, S. H. (2018). Mathematics teachers' discursive competency : Based on the formation process of social norm and sociomathematical norm Doctoral dissertation. Graduate School in Korea University, Seoul, Korea.
- Choi, S. H. (2020a). Interaction patterns between teachers-students and teacher's discourse structures in mathematization processes. The Mathematical Education 59(1), 17-29. https://doi.org/10.7468/MATHEDU.2020.59.1.17
- Choi, S. H. (2020b). Quantitative and qualitative analysis of teacher-student interaction in student engagement mathematics classes. Journal of Educational Research in Mathematics 30(2), 227-244. https://doi.org/10.29275/jerm.2020.05.30.2.227
- Choi, S. H., & Kim, D. J. (2019). A mathematics teacher's discursive competence on the basis of mathematical competencies. Communications of mathematical education, 33(3), 377-394. https://doi.org/10.7468/JKSMEE.2019.33.3.377
- Choi, S. I. (2009). The development of mathematics teachers' professionalism through learning community activities for class analysis Doctoral dissertation. The Graduate School Seoul National University, Seoul, Korea.
- Jeong, B., & Shin J. H. (2010). A study on the instructional supervision climate of elementary schools. The Education Research Institute, 8(3), 65-86.
- Kang, J. G. (2016). Difficulties and alternative ways to learn irrational number concept in terms of notation. Journal of the Korean School Mathematics, 19(1), 63-82.
- Keum, H. J. (2016). The basic theoretical research for a practice of university faculty member's teaching reflection. Journal of Digital Convergence, 14(2), 57-63. https://doi.org/10.14400/JDC.2016.14.2.57
- Kim, D. J., Shin, J. H., Lee, J. E., Lim, W., Lee, Y. H., & Choi, S. H. (2019). Conceptualizing discursive teaching capacity: A case study of a middle school mathematics teacher. School Mathematics, 21(2), 291-318. https://doi.org/10.29275/sm.2019.06.21.2.291
- Kim, D. W. (2009). A mathematics teacher's reflective practice as a process of professional development. Communications of mathematical education, 23(3), 735-760.
- Kim, H. S. (2016). A case study on the changing of school culture through instructional coaching-focused on s middle school. Journal of Studies on Schools and Teaching, 1(1), 47-73. https://doi.org/10.23041/JSST.2016.1.1.002
- Kim, H. S., & Jin, Y. S. (2017). A case study on the improvement of unit school instructional discussion culture through instructional sharing. The Journal of Korean Teacher Education 34(3), 81-107. https://doi.org/10.24211/TJKTE.2017.34.3.81
- Kim, H. W. (2018). Understanding of the lesson study for reflective teaching of elementary school teachers. Journal of Learner-Centered Curriculum and Instruction, 18(17), 673-695. https://doi.org/10.22251/jlcci.2018.18.17.673
- Kim, J. H., & Kim, H. B. (2016). A qualitative study on the class culture of 'saetbyeol elementary school'. The Journal of Humanities, 42, 131-154. https://doi.org/10.22947/IHMJU.2021.42.1.005
- Kim, T. H. (2012). Teacher meets me in class. Seoul: Good Teacher Publishers.
- Lee, E. J., & Lee, K. H. (2016). A study on teacher's pre-noticing and actual noticing in mathematics classroom. School Mathematics, 18(4), 773-791.
- Lee, S. Y., & Han, S. Y. (2020). Systematic review on the research of mathematical beliefs in Korean mathematical education. The Mathematical Education, 59(4). 331-355. https://doi.org/10.7468/MATHEDU.2020.59.4.331
- Lee, Y. M., & Lee, S. J. (2018). Prospective secondary mathematics teachers' noticing in lesson evaluation and lesson reflection. School Mathematics, 20(1), 185-207. https://doi.org/10.29275/sm.2018.03.20.1.185
- Loughran, J. (2007). A history and context of self-study of teaching and teacher education practice. In J. Loughran, M. Hamilton, V. Laboskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practice (pp. 7-39). NY: Springer.
- Maher, C. A. (2008). Video recordings as pedagogical tools in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education: Tools and processes in mathematics teacher education (pp. 65-83). The Netherlands: Sense.
- Maher, C. A., Landis, H. J., & Palius, F. M. (2010). Teachers attending to students' reasoning: Using videos as tools. Journal of Mathematics Education, 3(2), 1-24.
- Markovits, Z., & Smith, M. (2008). Cases as tools in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education: Tools and processes in mathematics teacher education (pp. 39-64). The Netherlands: Sense.
- Oh, K. H., Park, J. S., & Kwon, O. N. (2017). A textbook analysis of irrational numbers unit: Focus on the view of process and object. The Mathematical Education, 6(2), 131-145.
- Oh, T. K. (2016). For the reflective practice of math classes - case study on the learning community of math teachers in a school -. School Mathematics, 18(1), 105-126.
- Ozmantar, F., Akkoc, H., & Bingolbali, E. (2008). Voices in shaping the subjectivity of pedagogical content knowledge. In O. Figueras, J. L. Cortina, S., Alatorre, T. Rojano, & A. Sepulveda (Eds.), Proc. of the Joint Meeting of PME 32nd and PME-NA XXX (Vol. 4, pp. 81-88). Mexico: Cinvestav-UMSNH.
- Park, Y. E., & Pang, J. S. (2016). Exploring self-study and its application to enhance instructional expertise in mathematics. Journal of Educational Research in Mathematics, 26(3), 467-488.
- Posner, G. J., & Vivian, C. (2010). Field experience: A guide to reflective teaching. Boston: Pearson.
- Samaras, A. (2002). Self-study for teacher educators: Crafting a pedagogy for educational change. NY: Peter Lang Pub Inc.
- Samaras, A. (2011). Self-study teacher research : Improving your practice through collaborative inquiry. LA: Sage Publications.
- Schon, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
- Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13. https://doi.org/10.2307/1176193
- Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions. Mind, Culture, and Activity, 8(1), 42-76. https://doi.org/10.1207/S15327884MCA0801_04
- Sherin, G., Jacobs, V., & Philipp, R. (2011). Situating the study of teacher noticing. In G. Sherin, V. Jacobs & R. Philipp (Eds.), Mathematics teacher noticing (pp. 3-13). NY: Routledge.
- Sirotic, N., & Zazkis, R. (2007). Irrational numbers: The gap between formal and intuitive knowledge. Educational Studies in Mathematics, 65, 49-76. https://doi.org/10.1007/s10649-006-9041-5
- Smith, M. S., & Stein, M. K. (2013). 5 Practices for orchestration productive mathematics discussions. Seoul: Kyungmoon Publishers.
- Son, T. K., & Hwang, S. H. (2021). Examining teachers' noticing competency on students' problem-solving strategies: Focusing on errors in fraction addition and subtraction with uncommon denominators problems. The Mathematical Education, 60(2), 229-247. https://doi.org/10.7468/MATHEDU.2021.60.1.229
- Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (2nd ed.). New York: Columbia University.
- Voskoglou, M. G. (2013). An application of the APOS/ACE approach in teaching the irrational numbers. Journal of Mathematical Sciences and Mathematics Education, 8(1), 30-47.
- Yang, K. L., Hsu, H. Y., Lin, F. L., Chen, J. C., & Cheng, Y. H. (2015). Exploring the educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 89(1), 19-39. https://doi.org/10.1007/s10649-014-9589-4