예비교사들의 동영상을 통한 수학적 담론 학습의 특징과 교실에서 수학적 담론 개발의 실제

Abstract

The purpose of this study is to analyze characteristics of pre-service teachers’ discursive learning through the video clips of an in-service teacher in the context of mathematics classrooms, and to present an analysis of their developed discursive practices in the classroom. The results of this study are as follows: First, in the context of developing classroom norms, pre-service teachers learned discourses, such as “approaching to students friendly” and “making and keeping norms” from the video clips, and they enacted the learned discursive practices in classroom. Second, in the context of introducing mathematical concepts, pre-service teachers learned discourses, such as “expressing and integrating students' different background knowledge” and “formalizing students' friendly daily terms into mathematical terms” from the video clips, and they also enacted the learned discursive practices in classroom. Third, in the context of problem solving, pre-service teachers learned discourses based on different routines from the video clips, and they enacted some learned discursive practices like “when-routine and how-routine of mathematical tasks”, but they could not enact other learned discursive practices, such as “sharing various explanations and correcting errors”, which were different from what was learned in the classroom. The discursive structure and summary which pre-service teachers learned from an in-service teacher’s video clips helped them in enacting norms and introducing mathematical concepts. However, discursive practices they learned in the context of problem solving were adjusted to different forms. These results show implications for specific ideas about how to develop pre-service teachers’ discursive practices in mathematics classroom.