수학 교사의 설명 담화 분석: 교사 설명 속의 다양한 수학적 목소리
An Analysis of Teacher’s Telling: Mathematical Voices in Teacher’s Telling
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초록
본 연구는 세 학기 동안 진행된 실습 상황에서 수집한 수학과 예비교사의 교실담화 자료를 분석 하여 설명 담화를 기능별로 분류하였다. 자료 분석 결과 수학 교사의 설명은 교과서적 지식을 전달 하는 기능 이외에도 다양한 기능을 수행하는 것으로 나타났다. 구체적으로, 수학 교사의 설명은 학 생들의 수학적 주장을 조명하면서, 동시에, 교사 자신의 수학적 관점을 전달하는 기능을 수행하였 다. 이처럼 수학 교사의 설명은 다양한 수학적 주체가 제기한 수학적 주장이 학생들에게 전달될 수 있도록 함으로써 그들 사이의 수학적 의미 협상 과정을 촉진하여 궁극적으로 수학의 공동체적 구성 을 촉진하는 기능을 수행하는 것으로 나타났다. 본 연구는 수학 교사의 설명 담화가 수학적 절차와 기능을 전달하는 것 이외에 수업 상황에서 등장하는 다양한 주체들의 수학적 목소리를 조명하고 합법적 위치를 부여하면서 통합하는 기능을 수행함을 보여주었다. 연구참여자의 설명 담화 변화 과정에 대한 질적 분석은 효과적인 설명 역량 이 합법적인 수학적 주체에 대한 예비교사의 신념체계와 함께 변화하며, 교실공동체의 관행 속에 등장하는 다양한 주체에 의해 표현되는 수학적 자원의 특징과 그들 사이의 연결성에 대한 인식과 함께 개발되어 간다는 것을 보여주었다.
Abstract
Traditionally, teacher's telling has been conceptualized as discursive strategy to present mathematical facts and demonstrate procedural skills. This conception of teacher's telling reflects only the partial aspect of mathematics as fixed collection of definite truths. Based on the reconceptualization of mathematics as historicocultural practice of human engagement, this research is to reconsider the role of teacher's telling, that is, what function does teacher's telling carry out in the context of classroom practice? In order to address these questions, this research analyzed a preservice teacher's telling. In addition to presenting mathematical facts and demonstrating procedural skills, this research showed that teacher's telling functions as a discursive strategy to highlight an emerging student's mathematical perspective and to integrate his/her own mathematical voice into the classroom practice of mathematics. These functions of teacher's telling are involved to confer the legitimacy to and to position diverse agents such as mathematics community, students, and a teacher in the context of mathematics practice in class. Teacher's telling ultimately interweaves mathematical voices of these agents into the collective construction of mathematics. Reflective journals showed that these functions of teacher's telling is based on a teacher's awareness of the power of different voices in the context of mathematics practice. Also, this research suggests that the relationship between a teacher's pedagogical content knowledge and the effectiveness of the teacher's telling needs further inquiry.
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