• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.389-406
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• 2007

The purpose of this study is to understand the learning mathematics in elementary mathematics classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Do the identities which teacher has on mathematics and teaching mathematics, influence the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics? 2) Do the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics, influence the identities which teacher has on mathematics and teaching mathematics? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data for the social practices formed their classroom and their identities, and was analyzed the interaction between the social practices of mathematics classroom and teacher and students' identities. We found the scenes that teacher's identities influenced the social practices of mathematics classroom and students' identities, and also the scenes that the social practices of mathematics classroom and students' identities influenced teacher's identities. So, we could know that there existed the interaction between the social practices of mathematics classroom and teacher and students' identities.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권1호
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제8권2호
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• pp.69-96
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• 2004

The purpose of this study is to understand teaching and learning mathematics in elementary school classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Which kinds of lesson organization reveal? 2) Which kinds of social participation structure reveal? 3) Which processes of making meaning reveal? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data related to the social practices formed their classroom. The social practices of mathematics classroom was analyzed from three aspects such as lesson organization, social participation structure and making meaning. The results from which we analyzed the social practices of the mathematics classroom are as followings. From the aspect of lessons organization, the teacher had a lot of power and authorities in the classroom and used them to elicitate students' responses. From the aspect of social participation structure, five SPSs(social participation structures) which revealed in Jo(1997)'s economics classrooms, were shown in this mathematics classroom, but there were a difference to the situations or frequencies which the SPSs appeared. From the aspect of making meaning, it was common that meanings are formed by the explanation of the teacher, but the teacher didn't deliver the mathematical meanings directly. She tried to interact with students to arrive shared meanings.

• 대한수학교육학회지:수학교육학연구
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• 제14권3호
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• pp.283-304
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• 2004

본 논문은 1년 동안 학생중심 수학교실문화를 구현하려고 노력하는 3명의 초등학교 교사들을 대상으로 6개의 수학교실문화를 분석함으로써 교사중심에서 학생중심의 문화로 바꿔나가는 과정을 상세하게 탐색한다. 연구대상 교실 모두에서 일반적인 사회적 규범과 관련하여 학생중심 교수법의 전형적인 양상이 구현된 반면에, 사회수학적 규범과 수학적 관행 측면에서는 학생들의 아이디어가 수학적 담화와 활동의 중심이 되는 정도에 따라서 유사성보다는 차이점이 부각되었다. 이러한 연구 결과를 바탕으로 수학교실문화 개선의 난제, 사회수학적 규범과 수학적 관행의 중요성, 교사의 역할 등에 관해 논의한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권3호
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• pp.223-234
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• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권1호
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• pp.35-46
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• 2019

This study examines how open-ended tasks can be implemented with the support of redefined learning goals and teaching practices from a student-centered perspective. In order to apply open-ended tasks, learning goals should be adopted by individual student's cognitive levels in the classroom context rather than by designated goals from curriculum. Equitable opportunities to share children's mathematical ideas are also attainable through flexible management of lesson-time. Eventually, students can foster their meta-cognition in the process of abstraction of what they've learned through discussions facilitated by teachers. A pedagogical implication for professional development is that teachers need to improve additional teaching practices such as how to tailor tasks relevant to their classroom context and how to set norms for students to appreciate peer's mathematical ideas in the discussions.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권2호
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• pp.169-182
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• 2009

This study deals with the postmodern perspectives in mathematics classroom. Today, mathematics and mathematics education can be explored through postmodernism because they have very different practices, pluralism, and anti-authoritarianism. Thus practices and researches of mathematics classroom are coherent to postmodern perspectives such as situated theory, anthropological approach, and interactionism. In these socio-cultural views, learners' milieu and participation, language of classroom activities, and culture of mathematics classroom are considered very important. Therefore, it is required that both mathematics educators and researchers make a change toward postmodernism in attitude and subject of mathematics classroom research.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.123-134
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• 2019

In this paper, we articulate what is a lesson for all learners with different cognitive levels and what kind of teaching practices are required to implement this type of lesson. For all learners' own sense-making, open-ended tasks are the primary sources to bring their various mathematical ideas. These tasks can be meaningfully implemented by appropriate teaching practices: providing enough time (for thinking deeply and for preparing a reply), acting intentionally (alternative wrapping up activities and appointment of a struggling student), and cultivating collaborative classroom norms (respecting peer's thinking and learning from peers). This exploratory study has the potential to help practitioners and researchers understand the complexity of the work of teaching and clarify how to deal with such complexity.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권4호
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• pp.603-625
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• 2005

Identity is the concept which approaches individuals' affective problems with the social and cultural view. The previous studies on the problems, studied the attitudes, beliefs, or emotions while they restricted the problems to teachers or students' private problems. Otherwise, identities focus on individuals which participate to any community and share its social practices(Mclead, 1994). This study purposed to get an understanding on the teaching and learning mathematics in elementary mathematics classroom with an ethnographic view, while we consider mathematics as a kind of social practices, and mathematics classrooms as communities of practice. We analysed teacher's identities on mathematics and teaching mathematics depending on her responses of the questions as following: How does she think about mathematics, what are the instructional goals in her mathematics classroom, how do students learn mathematics in her mathematics classroom. In addition, we analysed students' identities on mathematics and learning mathematics depending on their responses of the questions as following: What do students think of mathematics, do they like mathematics, why do they study mathematics, how do they feel their mathematics classroom(describe your classroom) and themselves in it(describe yourselves in your classroom), what are their duties and what do they do actually in their mathematics classroom.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.459-479
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• 2006

There has been an increasing concern of whether a real instructional change happens in a way to promote students' mathematical development. Against this background, this paper dealt with successes and difficulties an elementary school teacher went through as she moved on to student-centered instruction. The analysis drew on classroom observations for one year to illustrate how the teacher and students established social norms, sociomathematical norms, and classroom mathematical practices that could emphasize mathematical sense-making and justification of ideas. Close analysis showed many gradual but dramatic changes in terms of mathematics classroom culture. This led to consider possibly subtle but crucial issues with regard to implementing student-centered instruction.