초등학교 수학 교과의 원격수업에서 나타나는 교사의 수학적 주목하기

Abstract

This study aims to explore the impact of the characteristics of remote learning on the overall mathematics classroom. Adapting Lobato et al.'s (2013) notion of “noticing as a phenomenon distributed across individual cognition, social interactions, material resources, and normed practices (p. 809),” the present study reports on similarities and differences in mathematical noticing of two elementary teachers who conducted remote learning on fractions division and how what each teacher noticed was shaped by other elements of their classroom. Although the two teachers taught the same lesson with similar tasks, there were distinct differences between the two teachers' classrooms. Similar to previous studies reporting on students' mathematical noticing, the differences in teachers' centers of focus emerged as a result of focusing interactions, features of mathematical tasks, and the nature of mathematical activities during remote learning. We concluded the study by suggesting the importance of focusing on teachers’ mathematical noticing, implications for future research, and effective professional development design for remote learning.