틀의 차이를 극복하기 : 수학교실에서의 논증분석 연구
Overcoming framing-difference between teacher and students : an analysis of argumentation in mathematics classroom
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Abstract
We define mathematical learning as a process of overcoming framing difference of teachers and students, two main subjects in a mathematics class. We have reached this definition to the effect that we can grasp a mathematical classroom per se and understand students’ mathematical learning in the context. We could clearly understand the process in which the framing differences are overcome by analyzing mutual negotiation of informants in specific cultural models, both in its form as well as in its meaning. We review both of the direct and indirect forms of negotiation while keeping track of ‘evolution of subject’ in terms of content of negotiation. More specifically, we discuss direct negotiation briefly and review indirect negotiation from three distinct themes of (1) argument structure, (2) revoicing, and (3) development patterns and narrative structure of proof. In addition, we describe the content of negotiation under the title of ‘Evolution of Subject.’ We found that major modes of mutual negotiation are inter-reference and appropriation while the product of continued negotiation is inter-resemblance.
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