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수학 수업에서 드러나는 교사 지식을 분석하기 위한 틀로서의 ‘교사 지식의 사중주(Knowledge Quartet)’

‘The Knowledge Quartet’ as a framework of analyzing teacher knowledge in mathematics instruction

정유경|방정숙
한국수학교육학회|2013.11|수학교육 (The Mathematical Education)|제52권 제4호|pp. 567-586

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키워드

교사 지식수학 수업teacher knowledgemathematics instruction교사 지식의 4중주knowledge quartet

초록

The purpose of this study was to introduce the Knowledge Quartet (KQ) framework by which we can analyze teacher knowledge revealed in teaching mathematics. Specifically, this paper addressed how the KQ framework has been developed and employed in the context of research on teacher knowledge. In order to make the framework accessible, this paper analyzed an elementary school teacher's knowledge in teaching her fifth grade students how to figure out the area of a trapezoid using the four dimensions of the KQ (i.e., foundation, transformation, connection, and contingency). This paper is expected to provide mathematics educators with a basis of understanding the nature of teacher knowledge in teaching mathematics and to induce further detailed analyses of teacher knowledge using some dimensions of the KQ framework.

Abstract

The purpose of this study was to introduce the Knowledge Quartet (KQ) framework by which we can analyze teacher knowledge revealed in teaching mathematics. Specifically, this paper addressed how the KQ framework has been developed and employed in the context of research on teacher knowledge. In order to make the framework accessible, this paper analyzed an elementary school teacher's knowledge in teaching her fifth grade students how to figure out the area of a trapezoid using the four dimensions of the KQ (i.e.,foundation, transformation, connection, and contingency). This paper is expected to provide mathematics educators with a basis of understanding the nature of teacher knowledge in teaching mathematics and to induce further detailed analyses of teacher knowledge using some dimensions of the KQ framework.

참고문헌 (38)

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