수학 교실 문화에 대한 교사의 인식과 노티싱

Abstract

Teachers' perception of mathematics classroom culture is significant in shaping how students learn mathematics. This paper focused on analyzing how teachers' perception of effective mathematics classroom culture might affect their noticing. For this, 26 in-service teachers were asked to answer two main questions: (a) what would be the most important elements for establishing an effective mathematics classroom culture; and (b) what did you notice when you watched two given video clips. Regarding the latter, the teachers had to identify, along with detailed reasons, both what would be the meaningful situations to which they paid attention and which situations would be revised if they were the classroom teachers in the video clips. These were intended for us to shed light on the relationships between teachers' perception of classroom culture and their noticing in various aspects. The results of this study showed that in-service teachers tended to choose meaningful situations in line with what they thought to be the characteristics of effective mathematics classroom culture. They also wanted to revise the situations which were against their perception of effective mathematics classroom culture. A noteworthy aspect was that some teachers did not mention a permissive atmosphere as the characteristic of effective classroom culture, but they emphasized it as the pre-condition of such a culture in observing the video clips. Based on these results, this study is expected to expand our understanding of the relationship between teachers’ perception and noticing of mathematics classroom culture.