수학 문제 변형 유형과 문제 변형 주체에 따른 교사 담론 구조

Abstract

The purpose of this study is to analyze the structure of teacher discourse according to the types and subjects of transformation of mathematical problems. To this end, the data was collected by observing the first semester (44 classes) class of a teacher with 20 years of experience practicing a teaching method that promotes student participation. Among the classes in one semester, there were 10 classes in which a teacher or a student transformed and communicated a problem while a teacher solved a given problem with students and guided the transformation of the problem. The type of problem transformation in the 10th class was to change the assumptions and conditions of the existing problem or to extend the problem. According to the two types of problem transformation and the subject of the problem transformation (teacher, student), each case of a total of 4 semesters was analyzed. As a result of the analysis, there was a structure of the teacher's discourse that induces problem transformation based on the student's participation independently from the problem transformation type and subject, transforms and solves the problem, and then arranges the routine of problem solving and problem transformation. In this way, the communication process between the teacher and the student according to the type and subject of problem transformation can be embodied in the teacher's discourse structure, thereby helping to develop a pedagogical method in which students participate in the problem transformation process in the future.