수업지도안 분석을 통한 수학교사의 수업설계역량(Pedagogical Design Capacity) 탐색
Exploring Teachers’ Pedagogical Design Capacity : How Mathematics Teachers Plan and Design Their Mathematics Lessons
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This study aims to explore mathematics teachers' pedagogical design capacity. For this purpose, we googled and collected 327 lesson plans for middle-school mathematics and investigated how mathematics teachers plan and design their mathematics lessons through the format and structures, objectives and mathematical tasks, anticipation for students’ thinking, and assessment and technology use. The findings from the data analysis suggest as follows: a) all the lesson plans are structured in a very similar way; b) the lesson plans seem to be based on the textbooks exclusively, that is, the mathematical tasks and flow is strictly followed and kept in the lesson plans in the way the textbooks suggested; c) the lesson plans do not include any evidence of what teachers anticipate for students’ thinking and would do to resolve the students’ issues; and d) the lesson plans do not contain any specific plans to assess students’ thinking processes and reasoning qualitatively, and not intend to use technology in order to promote effective teaching and meaningful understanding.
Abstract
This study aims to explore mathematics teachers' pedagogical design capacity. For this purpose, we googled and collected 327 lesson plans for middle-school mathematics and investigated how mathematics teachers plan and design their mathematics lessons through the format and structures, objectives and mathematical tasks, anticipation for students’ thinking, and assessment and technology use. The findings from the data analysis suggest as follows: a) all the lesson plans are structured in a very similar way; b) the lesson plans seem to be based on the textbooks exclusively, that is, the mathematical tasks and flow is strictly followed and kept in the lesson plans in the way the textbooks suggested; c) the lesson plans do not include any evidence of what teachers anticipate for students’ thinking and would do to resolve the students’ issues; and d) the lesson plans do not contain any specific plans to assess students’ thinking processes and reasoning qualitatively, and not intend to use technology in order to promote effective teaching and meaningful understanding.
참고문헌 (33)
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