Earticle

초록

영어

The purpose of this study is to investigate teacher's knowledge of concept of equality and derive implications about proper teaching methods. To solve these study problems, three elementary school teachers are chosen for this study, and a pencil -and paper tests for comprehension of the equality concept targeting 72 students for elementary school that the teachers are in charge of the students was carried out. Also, The semi-structured interview(using a questionnaire) was conducted for analyzing of the teachers' knowledge of the equality concept. The findings are as follows. First, during the lesson, the teachers' reading of equal sign has a decisive effect on the students' the way of reading. Second, teachers tend to interpret the concept of equality as a systematic analysis rather than a relational analysis, and use a equal sign focusing on meaning of ‘same result’. So, Students also can't interpret the concept of equality as a relational analysis. Third, under the influence of teacher's feedback or reaction, making the mistake of the using equal sign of students reoccurred continually. Fourth, teachers misjudged some of examples of the nonstandard context equation for teaching elementary school students. Furthermore, during the lesson, they usually used a limited equality context. So, students can't have a chance to learn equality in a plenty of context. Thus, the knowledge of teachers and their lesson has decisive influence on the comprehension of students about the equality concept. So, Teacher has to focus on the meaning of the equality as a relational analysis and teach them in a plenty of context. With this, lots of study and in-service training are needed to enhance knowledge of teachers. And more of lesson programs and materials have to provided on the instruction manual for teaching the meaning of the equality.

한국어

본 연구는 교사의 전문성 향상을 위한 등호 개념에 대한 교사의 지식을 알아보는데 있다. 이를 위하여 등호 개념에 대한 초등학교 교사의 지식을 내용 지식과 교수 지식으로 나누어 분석 하였다. 연구문제를 해결하기 위하여 대구광역시 달서구에 소재하는 P초등학교에서 저, 중, 고학년을 담당하는 교사 3명을 연구대상으로 하여 등호에 대한 교사 지식 분석을 위한 질문지를 개발하여 반구조화 된 면담, 수업관찰, 비디오촬영 등을 통해 각 교사의 지식을 알아보았다. 연구의 결과를 바탕으로 학생들의 등호 개념 지도 시 필요한 교사 지식에 대한 정보를 제공하는데 그 목적이 있다.

목차

요약
 Ⅰ. 머리말
 Ⅱ. 이론적 배경
  1. 등호의 의미
  2. 수학적 개념 지도를 위한 교사 지식
  3. 선행 연구 고찰
 Ⅲ. 연구 방법
  1. 연구 대상
  2. 연구 방법
  3. 자료 수집
  4. 자료 분석
 Ⅳ. 결과 분석 및 논의
  1. 초등학교 교사의 등호 개념에 대한 내용 지식
  2. 초등학교 교사의 등호 개념에 대한 교수 지식
 Ⅴ. 마치며
 참고문헌
 
 초등학교 교사의 등호 개념에 관한 지식분석 사례 연구 233<부록>

키워드

저자

• 정호정 [ Jeong, Ho Jeong | 대구파호초등학교 ] 제1저자
• 최창우 [ Choi, Chang Woo | 대구교육대학교 수학교육과 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국초등수학교육학회지 [Journal of Elementary Mathematics Education in Korea]

• 간기

  계간

• pISSN

  1229-3229

• 수록기간

  1997~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 375 DDC 372