본문 바로가기
KERD
논문KCI 등재

Reflection as Professional Knowledge for Mathematics Teachers

권나영|ORRILL,Chandra
한국수학교육학회|2015.03|Mathematics Education Research and Practice|제19권 제1호|pp. 1-17

2

조회

0

다운로드

1

인용

0

참고문헌

키워드

reflectionmiddle schoolin-service teacherprofessional knowledge

초록

In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball’s instructional triangle (1999) to investigate teachers’ reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of assessing and changes over time in the ways they gained more insights about students’ understanding.

Abstract

In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball’s instructional triangle (1999) to investigate teachers’ reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of assessing and changes over time in the ways they gained more insights about students’ understanding.

참고문헌 (34)

  1. Artzt, A. F., "Becoming a reflective mathematics teacher" (2002), Lawrence Erlbaum Associates, Inc
  2. Ball, D. L., "Content knowledge for teaching: What makes it special?", Journal of Teacher Education, 59(5), pp.389~407 (2008)
  3. Ben-Peretz, M., "Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling?", Teaching and Teacher Education, 27(1), pp.3~9 (2011)
  4. Borko, H., "Teachers, teaching, and teacher education: Comments on the National Mathematics Advisory Panel's Report", Educational Researcher, 37(9), pp.565~572 (2008)
  5. Chamoso, J. M., "Reflection on the teaching-learning process in the initial training of teachers : Characterization of the issues on which pre-service mathematics teachers reflect", Teaching and Teacher Education, 28(2), pp.154~164 (2012)
  6. Development of program for the ability of educational activity on gender, "Chung, H.", Korean Women's Development Institution, ~, pp.Research Report 2003-220-13 (2003)
  7. Current Situation in Secondary Coeducational Schools and the Future Tasks for Gender-Equal Coeducation, "Chung, H.", Korean Women's Development Institution, ~ (2009)
  8. Instruction, capacity, and improvement, "Cohen, D. K.", University of Pennsylvania, Consortium for Policy Research in Education, ~, pp.CPRE Research Report No. RR-43 (1999)
  9. Cooney, T., "Conceptualizing the professional development of teachers", The proceedings of the 8th international congress on mathematics education, pp.101~117 (1996)
  10. Darling-Hammond, L., "Handbook of research on teacher education" (2008), Edward Brothers, Inc
  11. Freese, A. R., "The role of reflection on preservice teachers' development in the context of a professional development school", Teaching and Teacher Education, 15(8), pp.895~909 (1999)
  12. Krainer, K., "Some considerations on problems and perspectives of in service mathematics teacher education", 8th international congress on mathematics education: Selected lectures, pp.303~321 (1996), SAEM Thales
  13. Kwon, N., "Understanding a teacher's reflections: A case study of a middle school mathematics teacher", Sch. Sci. Math, 107(6), pp.226~237 (2007)
  14. 권나영, "수학 교사의 반성적 사고에 관한 고찰 - 평가하기 경우 -", 수학교육, 49(4), pp.411~421 (2010), 한국수학교육학회
  15. Lappan, G., "Variables and patterns" (2002), Pearson Education, Inc
  16. Li, Y., "Expertise in mathematics instruction: An international perspective", pp.3~15 (2011), Springer
  17. Loucks-Horsley, S., "Designing professional development for teachers of science and mathematics education" (2003), Corwin
  18. Lyons, N., "Reflection in Teaching : Can it be developmental? A portfolio perspective", Teacher Education Quarterly, 25(1), pp.115~127 (1998)
  19. Manizade, A. G., "Using Delphi methodology to design assessments of teachers' pedagogical content knowledge", Educ. Stud. Math, 76(2), pp.183~207 (2011)
  20. Martin, T. S., "Mathematics teaching today: improving practice, improving student learning!" (2007), NCTM
  21. National Council of Teachers of Mathematics, "Principles and standards for school mathematics", NCTM, ~ (2000)
  22. Petrou, M., "Mathematical knowledge in teaching", pp.9~25 (2011), Springer
  23. Samaras, A. P., "Self-study of teaching practice" (2006), Peter Lang
  24. Schon, D., "The reflective practitioner: How professionals think in action" (1983), Temple Smith
  25. Scherer, P., "Noticing children's learning process.Teachers jointly reflect on their own classroom interaction for improving mathematics teaching", J. Math. Teach. Educ, 9(2), pp.157~185 (2006)
  26. Sherin, M. G., "Teacher learning in the context of a video club", Teaching and Teacher Education, 20, pp.163~183 (2004)
  27. Sherin, M. G., "Mathematics teacher noticing: seeing through teachers' eyes" (2011), Routledge
  28. Sherin, M. G., "Using video to support teachers' ability to notice classroom interactions", Journal of Technology and Teacher Education, 13(3), pp.475~491 (2005)
  29. Shulman, L. S., "Those who understand; Knowledge growth in teaching", Educational Researcher, 15(2), pp.4~14 (1986)
  30. Silverman, J., "Toward a framework for the development of mathematical knowledge for teaching", J. Math. Teach. Educ, 11(6), pp.499~511 (2008)
  31. Ticha, M., "Qualified pedagogical reflection as a way to improve mathematics education", J. Math. Teach. Educ, 9(2), pp.129~156 (2006)
  32. van Es, E. A., "Mathematics teachers'"learning to notice"in the context of a video club", Teaching and Teacher Education, 24, pp.244~276 (2008)
  33. van Es, E. A., "The influence of video clubs on teachers' thinking and practice", J. Math. Teach. Educ, 13(2), pp.155~176 (2010)
  34. Wallach, T., "Hearing students: The complexity of understanding what they are saying, showing, and doing", J. Math. Teach. Educ, 8(5), pp.393~417 (2005)

관련 논문AI추천

Middle School Mathematics Teachers’ Responses to a Student’s Mistaken Mathematical Conjecture and Justification김영옥영남수학회 · East Asian Mathematical Journal2013 · 제29권 제2호Pre-service Elementary and Secondary Mathematics Teachers’ Noticing in Teaching Demonstration이민희, 조미경교과교육연구소 · 교과교육학연구2022 · 제26권 제4호Pre-service teachers’ reflections on teaching mathematics: An asset-based analysis여승현, Tye G. Campbell한국수학교육학회 · Mathematics Education Research and Practice2025 · 제28권 제2호수학 교사의 반성적 사고에 관한 고찰 - 평가하기 경우 -권나영한국수학교육학회 · 수학교육2010 · 제49권 제4호Designing Rehearsals for Secondary Preservice Teachers in Mathematics Methods Course김연영남수학회 · East Asian Mathematical Journal2018 · 제34권 제4호Theoretical Discussion on Mathematical Knowledge for Teaching from Constructivists’ Perspective신재홍, LEE, Soo Jin한국수학교육학회 · Mathematics Education Research and Practice2015 · 제19권 제2호

이 간행물의 다른 논문 (4건)

Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based InterventionQUEK Khiok Seng, DINDYAL Jaguthsing, LEONG Yew Hoong, TOH Tin Lam, DENG, Feng, TOH, Pee Choon, HO, Foo Him, TAY Eng Guanpp. 19-41The Changes of Teachers’ Verbal Feedback in Mathematics Classroom within Chinese Context during Ten YearsLI, Na, CAO, Yimingpp. 43-59The Pseudo-Covariational Reasoning Thought Processesin Constructing Graph Function of Reversible Event Dynamics Based on Assimilation and Accommodation FrameworksSUBANJI, Rajiden, SUPRATMAN, Ahman Maedipp. 61-79Students’ Self-Regulated Learning Strategies in Traditionaland Non-Traditional Classroom: A Comparative StudyDAVAANYAM,Tumenbayar, TSERENDORJ, Navchaapp. 81-88
원문 보기