중학교 3학년 일반 학급 대상 온라인 수학 수업에서 나타난 학생 수업 참여의 특징 분석

Abstract

This study aims to analyze how 9th grade students participate in their online mathematics lessons implemented in school mathematics. We especially focused on the differentiated features that appear when students participate in online mathematics lessons. We identified various features provided by online lessons through theoretical review and designed lessons based on these features as follows. Students could participate in lessons through written interactions based on anonymity, visit and use various internet sites and software such as statistical analysis program, and participate in multi chat rooms. We had designed lessons that require these interactions and the utilization of online resources. The results were as follows: First, various online resources such as Tong-Gramy and interactions with peers supported students to collect and analyze the authentic data. Second, written interaction and multi-logue allowed students to get out of time and space constraints and provided students with the opportunities to participate in mathematical discussions performed in other groups. Written interaction also provided an opportunity to expand mathematical thinking through expanding teacher’s support. Third, the anonymity promoted students to participate in interactions more actively and strengthened the discussions focused on the mathematical ideas.