Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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The effects of taking a 「Theory of mathematical education」 on the mathematical beliefs of pre-service teachers

「수학교과교육론」 강좌 수강이 예비교사의 수학적 신념에 미치는 영향

  • Choi, Heesun (Dankook university) ;
  • Han, Hyesook (Dankook university)
  • 최희선 (단국대학교) ;
  • 한혜숙 (단국대학교)
  • Received : 2024.07.31
  • Accepted : 2024.09.24
  • Published : 2024.09.30
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Abstract

The purpose of this study is to examine the effects of taking a 「Theory of mathematical education」 on the mathematical beliefs of pre-service teachers. For this theory of mathematical education was run in the first semester of 2021 and 2022, and the data was collected and analyzed by conducting a mathematical beliefs questionnaire, drawing a mathematics class scenes test, and focus group interviews with participants. According to the results of the study, there was a statistically significant difference between the pre-test and post-test results on the 'process of inquiry' of the nature of mathematics and the 'active participation' of mathematics learning in the mathematical belief category of pre-service teachers. In addition, in the image test of mathematics classes, the proportion of the image of the student-centered class increased significantly in the post-test compared to the pre-test, while the proportion of the image of the teacher-centered class decreased significantly. It can be assumed that the various learning opportunities provided in the pre-service mathematics teacher education program promoted the composition of practical knowledge based on propositional knowledge of pre-service teachers, and this series of processes contributed to transforming the mathematical beliefs of pre-service teachers into learner-centered beliefs.

본 연구의 목적은 수학교과교육론 강좌 수강이 예비교사의 수학적 신념에 미치는 영향을 살펴보는 것이다. 이를 위해 2021년도 1학기와 2022년도 1학기에 「수학교과교육론」 강좌를 운영하였고 예비교사들에게 수학적 신념 설문과 수학 수업 장면에 대한 이미지 검사 및 포커스 그룹 면담을 시행하여 자료를 수집하였다. 이를 분석한 결과, 예비교사들의 수학적 신념 설문 검사에서 수학 본질의 '탐구의 과정'과 수학 학습의 '적극적인 참여' 범주에 대한 사전, 사후 검사 결과가 통계적으로 유의미한 차이가 나타났다. 더불어 수학 수업 장면에 대한 이미지 검사에서는 사전 검사보다 사후 검사 결과에서 학생 중심의 수업 이미지 비율이 증가한 반면, 교사 중심의 수업 이미지 비율은 감소한 것으로 나타났다. 이는 수학교과교육론 강좌에서 제공한 다양한 학습 기회가 예비교사들의 명제적 지식에 기반한 실천적 지식의 구성을 촉진시켰고, 이러한 일련의 학습 과정이 예비교사들의 수학적 신념을 학습자 중심의 신념으로 변화시키는 데 기여한 것으로 추측할 수 있다.

Keywords

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