수학적 모델링의 구현을 위한 교사 교육: 사례 연구
Teacher Education for Mathematical Modeling: a Case Study
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초록
Mathematical modeling has been emphasized because it offers important opportunities for students to both apply their learning of mathematics to a situation and to explore the mathematics involved in the context of the situation. However, unlike its importance, mathematical modeling has not been grounded in typical mathematics classes because teachers do not have enough understanding of mathematical modeling and they are skeptical to implement it in their lessons. The current study analyzed the data, such as video recordings, slides, and surveys for teachers, collected in four lessons of teacher education in terms of mathematical modeling. The study reported different kinds of tasks that are authentic with regards to mathematical modeling. Furthermore, in teacher education, teachers’ identities have separated a mode as learners and a mode as teachers and conflicts and intentional transition were observed. Analysis of the surveys shows what teachers think about mathematical modeling with their understanding of it. In teacher education, teachers achieved different kinds of modeling tasks and experience them which are helpful to enact mathematical modeling in their lessons. However, teacher education also needs to specifically offer what to do and how to do it for their lessons.
Abstract
Mathematical modeling has been emphasized because it offers important opportunities for students to both apply their learning of mathematics to a situation and to explore the mathematics involved in the context of the situation. However, unlike its importance, mathematical modeling has not been grounded in typical mathematics classes because teachers do not have enough understanding of mathematical modeling and they are skeptical to implement it in their lessons. The current study analyzed the data, such as video recordings, slides, and surveys for teachers, collected in four lessons of teacher education in terms of mathematical modeling. The study reported different kinds of tasks that are authentic with regards to mathematical modeling. Furthermore, in teacher education, teachers’ identities have separated a mode as learners and a mode as teachers and conflicts and intentional transition were observed. Analysis of the surveys shows what teachers think about mathematical modeling with their understanding of it. In teacher education, teachers achieved different kinds of modeling tasks and experience them which are helpful to enact mathematical modeling in their lessons. However, teacher education also needs to specifically offer what to do and how to do it for their lessons.
참고문헌 (51)
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