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수학교육연구 update

RESEARCH IN MATHEMATICAL EDUCATION

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수록정보
수록범위 : 1권0호(1997)~25권3호(2022) |수록논문 수 : 411
수학교육연구
25권3호(2022년 09월) 수록논문
최근 권호 논문
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KCI후보

저자 : Dae S. Hong , Kyong Mi Choi

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 171-173 (3 pages)

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KCI후보

저자 : Byungeun Pak

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 175-188 (14 pages)

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Measurement has been an important part of mathematics content students must learn through their schooling. Many studies suggest students' weak measurement learning, particularly related to length measurement, on the part of lower grade students. This difficulty has been attributed to mathematics curriculum as well as instruction. Building on a view of teaching as an interactive activity, this paper explores how a first grade teacher interacted with her students in small groups in a length measurement lesson to promote conceptual understanding as well as procedural fluency. I found that even though the teacher supported students to explain and justify what they understood, the ways the teacher interacted with students were not effective to promote students' understanding. Even though this finding is based on an analysis of a single mathematics lesson, it provides an example of challenges in promoting students' understanding through interaction with students in the context of teaching length measurement.

KCI후보

저자 : Wesley Cox

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 189-199 (11 pages)

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A debate about the importance of geometry courses has existed for years. The questions have revolved around its significance to students and teachers alike. This study looks to determine whether a teacher taking a college-level geometry course has a positive relationship with their students' algebraic reasoning skills. Using data from the High School Longitudinal Study 2009 (HSLS09: Ingels et al., 2011, 2014), it was determined that 9th-grade teachers who took a college-level geometry course had a significant positive association with their students' 11th-grade algebraic reasoning scores. This study suggests that teachers who take geometry during college have a lasting effect on their students. The implications of these findings and how they may affect higher education are discussed.

KCI후보

저자 : Padmanabhan Seshaiyer , Jennifer Suh

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 201-225 (25 pages)

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This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

KCI후보

저자 : Margaret Flores

발행기관 : 한국수학교육학회 간행물 : 수학교육연구 25권 3호 발행 연도 : 2022 페이지 : pp. 229-246 (18 pages)

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The concrete-representational-abstract integrated (CRA-I) sequence is an explicit approach for teaching students who struggle in mathematics. This approach is beneficial because it assists students in the development of conceptual understanding. This article describes how the approach is used in general as well as its use with a specific geometry concept, area of a rectangle. The author will describe why one might choose CRA-I and the steps needed for implementation. Finally, the CRA-I steps will be shown with a lesson series related to teaching the concept of area. The article will describe lesson activities, methods, materials, and procedures.

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