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수학 교사의 노티싱(Noticing)에 관한 국내 연구의 체계적 문헌 검토

A Systematic Review of Research on Mathematics Teachers’ Noticing in Korea

김래영|김혜영
교과교육연구소 (Research Institute of Curriculum & Instruction)|2024.06|교과교육학연구 (Journal of Research in Curriculum Instruction)|제28권 제3호|pp. 229-242|DOI 10.24231/rici.2024.28.3.229

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참고문헌

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Systematic Literature Review수학 수업수학 교사전문적 비전교사의 노티싱체계적 문헌 검토Teacher NoticingProfessional VisionMathematics TeacherMathematics Lesson

초록

코로나 19 이후 급격히 달라진 교실 환경 속에서 교사의 전문성이 더 요구되고 있으며, 이 중 교사의 노티싱은 교실의 복잡한 상황에 대처하는 능력과 관련되기 때문에 수학 수업에 대한 깊이 있는 이해와 수학 교육의 질 향상을 위해서는 교사의 노티싱에 대한 심층적 분석이 필요하다. 이에 본 연구에서는 국내 수학 교사의 노티싱에 관한 연구 동향을 분석하고 이를 통해 향후 교사의 노티싱에 관한 연구에 시사점을 얻고자 체계적 문헌 검토 방법을 사용하여 국내 연구 33편을 수집하여 분석하였다. 연구 결과, 인지-심리학적 관점의 연구가 전체의 81.8%로 가장 많이 이루어졌는데, 이는 van Es & Sherin(2002)의 연구와 Jacobs et al.(2010)의 연구의 영향인 것으로 볼 수 있었다. 연구 방법 측면에서는 비디오 데이터를 이용한 연구가 80% 이상이었으며 이 중 수업 영상을 보고 교사의 노티싱을 살펴본 연구가 50% 였다. 예비 교사를 대상으로 한 연구가 15편이었고 현직 교사를 대상으로 한 연구는 16편으로 큰 차이가 없었다. ‘학생 사고’만을 노티싱 초점으로 한 연구와 ‘수학’, ‘학생 사고’, ‘교수 실행’, ‘맥락’ 모두를 노티싱 초점으로 한 연구가 가장 많이 나타났고, ‘주의 기울이기/인식하기’. ‘해석하기/추론하기’, ‘반응하기/결정하기’의 세 가지 요소를 노티싱 구성 요소로 살펴본 연구들이 가장 많았다. 이와 같은 결과는 교사의 노티싱에 관한 국내 연구들 상당수가 인지-심리학적 관점의 연구의 영향을 받은 것으로 해석된다. 이러한 결과에 비추어 볼 때, 인지-심리학적 관점의 교사의 노티싱 연구에 치중되어 있는 국내 연구가 좀 더 다양한 관점과 시각에서 이루어질 필요가 있으며, 연구 방법이나 대상 역시 다각화하여 교사의 노티싱을 교사 전문성으로서 심층적으로 연구하고 개발할 필요가 있음을 시사한다.

Abstract

In the rapidly changing classroom environments following COVID-19, demand for teachers’ expertise has been growing, particularly in navigating the complexities of classroom situations. As teacher noticing is closely related to their ability to cope with the intricacies of the classroom context, to enhance the quality of mathematics education and to better understand mathematics classes, in-depth research on teacher noticing is necessary. In this study, the researchers analyzed the trend of research on teacher noticing in mathematics education in Korea, using a systematic literature review to examine 33 published research papers in Korea. The findings indicate that studies from a cognitive-psychological perspective were the most prevalent, accounting for 81.8% of the total, influenced by studies such as van Es & Sherin (2002) and Jacobs et al. (2010). Regarding research methodology, over 80% of the studies utilized video data, with 50% focusing on teacher noticing through classroom video analysis. There were 15 studies on pre-service teachers and 16 studies on in-service teachers, indicating no significant difference in the number of studies between these groups. The most common foci of teacher noticing included “student thinking” alone, or a combination of “mathematics”, “student thinking”, “instructional practices”, and “context”. The studies mostly explored facets of noticing itself, such as “attending/perceiving,” “interpreting/reasoning,” and “responding/deciding.” In light of these findings, it is suggested that research on teacher noticing in Korea is heavily focused on the cognitive-psychological perspective, and it would be beneficial to explore this topic from more diverse perspectives. Additionally, it is necessary to diversify research methodologies and subjects to gain a deeper understanding of teacher noticing as a core component of teacher expertise.

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관련 논문AI추천

수학 교과에서의 주목하기(Noticing)에 관한 소고김슬비, 황혜정영남수학회 · East Asian Mathematical Journal2021 · 제37권 제4호수학교사의 노티싱(Noticing)분석을 통한 중심신념 탐색강성권, 홍진곤한국수학교육학회 · 수학교육 논문집2021 · 제35권 제4호예비 수학교사의 수학적 사고 중심 수업에 관한 노티싱 역량 탐색김희정한국수학교육학회 · 수학교육2022 · 제61권 제2호초등 수학 수업의 설계 및 성찰 과정에서 나타나는 예비교사의 노티싱 분석이상희, 이윤경, 장혜원한국수학교육학회 · 수학교육2025 · 제64권 제4호분수의 나눗셈 수업에 대한 초등교사의 노티싱 특징 분석선우진한국수학교육학회 · 초등수학교육2024 · 제27권 제1호새로운 내용을 가르쳐야 하는 수학 수업에서 교사와 예비교사의 노티싱 분석김선희, 김철민교과교육연구소 · 교과교육학연구2022 · 제26권 제2호

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