‘몇 시 몇 분 전’으로 시각 읽기에 얽힌 수학적 활동의 탐색

Abstract

This article arose from the question ‘how can the relative time reading be regarded as doing mathematics?’ To answer the question, I explored the interplay of time words relative time reading and mediation of tools which reflect two different time representational systems from a sociocultural description on learning that includes explicit treatments of word meaning and use. I conducted the clock reading test with 126 3rd graders and interviews with students who proved their ability for reading time in a relative way. The findings were as follows: (1) Participating students were approaching the relative time reading in a different manner as absolute time reading. The differences in performance upon tools were also identified. (2) Students were endorsing various mathematical narratives to read time in a relative way. (3) Errors in the relative time reading were related to the structural properties of time tools. Draw on the finding, the word 전(jeon) in relative time reading is dynamically interwoven with doing mathematics and interacting with tools reflect representational systems. The fact that the use and meaning of words become doing mathematics indicates that words themselves are dynamically interwoven with activity. The meaning of doing mathematics mediated by tool properties which are possible only in time learning and implications for the chance to increase mathematical learning opportunities in time contents in elementary mathematics were discussed.