The formation of high-level mathematical thinking of students through mathematical classes has long been one of the important goals of mathematics education. Students’ mathematical thinking go beyond simply knowing and remembering facts and skills, ...
The formation of high-level mathematical thinking of students through mathematical classes has long been one of the important goals of mathematics education. Students’ mathematical thinking go beyond simply knowing and remembering facts and skills, and are formed by engagement in a communication process that criticizes and reflects on various mathematical ideas. However, teachers’ perceptions of students engagement differ from each other in student-centered or student-participatory class in the school fields, and most of them are understand only as outward activities such as presentations or small group activities, so students’ mathematical thinking is not used as an important instructional resource in math classes. Therefore, in this study, a student-participatory class that support students’ solid understanding by taking meaningful mathematical thinking of students as an important issues of class is called students’ thinking-based math class. And I tried to reveal important features that can confirm that its is a students’ thinking-based math class. In addition, I focused on lesson design as a way to support the practice of math class based on students’ thinking, and tried to examine the changes made by the lesson design based on students’ thinking that complemented the existing lesson design.
The study of Cohen et al.(2003) is the basis of this study. In the study of Cohen et al.(2003), One instructional factor cannot be seen as a simple causal relationship that determines learning outcomes, and the direction and results of class are determined by the dynamic interaction of the content(tasks), students, and teacher in specific situations. Students’ thinking-based math class was considered to be created through the interaction of the three aspects: math tasks, students, and teacher. In addition, through a literature review, it was suggested that rich math tasks, students’ cognitive・social engagement, and the role of a teacher as a formative facilitator are necessary conditions for students’ thinking-based math class. A detailed scene of students’ thinking-based math class was presented by analyzing 15 class videos of five secondary mathematics teachers. Even if a rich math tasks are used through the results of class case analysis, if there is no cognitive and social engagement of the students, it is difficult to use them as an important instructional resource because the mathematical thinking of the students is not revealed concretely in class. In addition, even if the teacher acts as an evaluator or manager rather a formative facilitator, it can be confirmed that students acts as quiet listeners and induce only the student’s behavior that the teacher wants, so that students’ mathematical thinking cannot be meaningfully used.
The students’ thinking-based lesson design template, designed to design lesson by paying attention to the student’s mathematical thinking, was compared with the existing lesson design template in three aspects of mathematics tasks, students engagement, and teacher role, and the differences were confirmed. The mathematical tasks identified in the lesson design included important mathematics concepts, but often did not have an appropriate entry point or required a set of answer and procedure. This acted as an obstacle to planning various mathematical thinking of students and teachers’ educational responses to them, despite structural differences between the student’s thinking-based lesson design template and the existing design template. In the case of including the features of rich mathematics tasks, the structural characteristics of the student’s thinking-based lesson design helped pre-service teacher to give limited attention to the cognitive and social engagement of students and the role of the teacher as a formative facilitator in the classes planned.
The results of this study are meaningful in that they emphasize the importance of mathematics classes in which various students’ thinking is used as meaningful resources for classes, and they were embodied through actual class scenes. It is also significant that this study proposed a students’ thinking-based lesson design template as a tool to support lesson design that focused on student’s thinking. However, in the future, research on the relationship between teachers, students, and tasks, focusing on the case of class identified as students’ thinking-based math classes, and studies on specific professional development programs for student’s thinking-based math classes, should be continued in the future study.