예비초등교사의 수학교과서에 대한 은유 분석
Pre-service elementary school teachers' metaphors on mathematics textbooks
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The purpose of this study was to investigate the nature of pre-service elementary teachers' metaphors onmathematics textbooks. Their metaphors describe individual and collective patterns of thinking and action onmathematics teaching and learning. To analyze their metaphors, qualitative analysis method based on Lakoffand Johnson's theory of metaphor (1980) was adopted. Metaphors on mathematics textbooks were elicited from161 pre-service elementary school teachers through writing prompts. The writing prompt responses revealedthree types and thirteen categories: As TypeⅠ, there were ① ‘Principles’, ② ‘Summary’, ③ ‘Manual’, ④‘Encyclopedia’, ⑤ ‘Code’, ⑥ ‘Guidelines’, and ⑦ ‘Example’. As TypeⅡ, there were ⑨ ‘Assistant’, ꊉꊒ ‘Friend’, ꊉꊓ‘Scale’, and ꊉꊔ ‘Ongoing’. As TypeⅢ, there was ꊉꊕ ‘Trap’. Among these categories, ‘Guidelines’, ‘Assistant’, and‘Ongoing’ were the most frequently revealed. These results indicate that the relations of mathematicscurriculum, textbooks, and classrooms are not a unilateral way but should communicate with each other.
Abstract
The purpose of this study was to investigate the nature of pre-service elementary teachers' metaphors onmathematics textbooks. Their metaphors describe individual and collective patterns of thinking and action onmathematics teaching and learning. To analyze their metaphors, qualitative analysis method based on Lakoffand Johnson's theory of metaphor (1980) was adopted. Metaphors on mathematics textbooks were elicited from161 pre-service elementary school teachers through writing prompts. The writing prompt responses revealedthree types and thirteen categories: As TypeⅠ, there were ① ‘Principles’, ② ‘Summary’, ③ ‘Manual’, ④‘Encyclopedia’, ⑤ ‘Code’, ⑥ ‘Guidelines’, and ⑦ ‘Example’. As TypeⅡ, there were ⑨ ‘Assistant’, ꊉꊒ ‘Friend’, ꊉꊓ‘Scale’, and ꊉꊔ ‘Ongoing’. As TypeⅢ, there was ꊉꊕ ‘Trap’. Among these categories, ‘Guidelines’, ‘Assistant’, and‘Ongoing’ were the most frequently revealed. These results indicate that the relations of mathematicscurriculum, textbooks, and classrooms are not a unilateral way but should communicate with each other.
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