한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제27권2호
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  • Pages.195-210
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  • 2024
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Guidance offered to teachers in curriculum materials for engaging students in proof tasks: The case of Korean grade 8 geometry

  • Hangil Kim (Samchun Middle School)
  • 투고 : 2024.01.22
  • 심사 : 2024.06.10
  • 발행 : 2024.06.30
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초록

Researchers and curricula continue to call for proof to serve a central role in learning of mathematics throughout kindergarten to grade 12 and beyond. Despite its prominence and recognition gained during past decades, proof is still a stumbling block for both teachers and students. Research efforts have been made to address issues related to teaching and learning of proof. An area in which such research efforts have been made is analysis of curriculum material (i.e. textbook analysis) with a focus on proof. This study is another research effort in this area of research through investigating the guidance offered in curriculum materials with the following research question: What is the nature (e.g., kinds of content knowledge, pedagogical content knowledge) of guidance is offered for teachers to implement proof tasks in grade 8 geometry textbooks? Results indicate that the guidance offered for proof tasks are concerned more with content knowledge about the content-specific instructional goals than with pedagogical content knowledge which supports teachers in preparing in-class interactions with students to teach proof.

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참고문헌

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