수학 문제해결 갈등 상황에서 나타나는 담화의 유형별 특성 분석
An analysis of discourse types in conflict situations during mathematical problem solving
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본 연구는초등학교5학년 학생들의수학 문제해결과정에서 발생하는 전략적, 신념적, 사회적 갈등 상황에서나타나는 담화의유형별특성을분석하였다. 이를 위해수학 성취수준을고려해구성된11개 팀(총 22명)을 대상으로 수학문제해결 과제를 수행하게 하고, 수집된 33개 담화 자료를 ATC21S 문제해결 역량 평가틀과 김부미(2012)의 신념적담화 유형을 기반으로 재구성하여 질적으로 분석하였다. 분석 결과 전략적 갈등 상황에서는 해결 방안의 차이로 정보교환형과 설명형 담화가 주로 나타났고, 신념적 갈등 상황에서는 정답 확신이나 문제 해석 기준의 차이로 설명형과 조정·타협형 담화가 나타났으며, 설명은 개인의 근거와 경험을 포함했다. 사회적 갈등 상황에서는 역할 분담과 인정 욕구 등으로 인해 정서표현형과 조정·타협형 담화가 두드러졌으며 문제해결보다는 관계 회복에 초점이 맞추어졌다. 이러한 결과는 담화가 단순한언어 교환을넘어문제해결을 이끄는인지적·사회적상호작용임을 시사한다.
Abstract
This study investigates the characteristics of discourse types observed in strategic, epistemological, and social conflict situations during mathematical problem solving among fifth-grade elementary students. The aim is to analyze the structure of discourse emerging in such conflicts and to provide a practical foundation for instructional design that supports students’ cognitive processes, meaning construction, and collaborative communication in mathematics classrooms. To this end, 22 students from an elementary school in Seoul were grouped into 11 pairs based on their mathematics achievement levels and engaged in problem-solving tasks. A total of 33 discourse episodes were collected through audio and video recordings. The data were qualitatively analyzed using a restructured analytical framework that integrated the ATC21S collaborative problem-solving rubric by Hesse et al. (2015)—including metacognitive (reflective thinking), cognitive (divergent and convergent thinking), and social (prosocial and antisocial interaction) domains—with belief-oriented discourse types proposed by Kim (2012). The findings revealed distinct patterns across conflict types. In strategic conflicts, differences in solution strategies led to frequent use of information-sharing and explanatory discourse. In epistemological conflicts, differences in confidence, interpretation criteria, and individual beliefs gave rise to explanatory and negotiation/compromise discourse, often involving personal reasoning, prior knowledge, and justification. In social conflicts, interactions related to role distribution, turn-taking, and recognition triggered emotional-expression and negotiation/compromise discourse, shifting the focus from problem-solving to restoring social dynamics and collaboration. These results highlight that discourse in conflict situations functions as a complex interactive process that facilitates cognitive shifts, meaning negotiation, and collaborative resolution. The study underscores the importance of discourse-centered instructional design in promoting deeper mathematical thinking and effective classroom interaction.