잠재적 수학 영재의 Lesson Play 작성 유형 분석

Abstract

‘Lesson Play’ describes the situation of a class on a particular subject through the dialogue between the teacher and the student. It shows the Lesson Play author's the level of understanding of mathematical knowledge. That is Lesson Play author's understanding of the pedagogical content knowledge, it can show the understanding of the class situation, the problem solving process in the situation, and the student understanding knowledge in the mathematical concept explanation. Therefore, this study utilizes ‘Lesson Play’ as a tool for evaluating the mathematical ability of potential mathematically gifted students. First, the meaning of ‘Lesson Play’ was reconsidered, the ‘Lesson Play’ type was examined in a given problem situation, and then an analysis framework for ‘Lesson Play’ creation type was prepared for potential mathematically gifted students. Next, the students' answers to the ‘Lesson Play’ written questions were analyzed. We classified the types of ‘Lesson Play’ writing of potential mathematically gifted students, examined the correlation between the Lesson Play type and the item scores, and further examined the correlation with the creative problem solving test (math) scores. We also discussed the characteristics of the two groups according to their final acceptance. As a result of this study, there was the highest frequency of Lesson Play based on type 1 teacher explanation, and the correlation of score distribution according to type of Lesson Play was found between type 1 and type 4 and between two groups. Based on these results, We hope that discussion on Lesson Play in mathematics gifted education can be expanded.