초등학교 교사의 수학 교과서 사용 유형에 영향을 미치는 변인들에 대한 연구: 분수 단원에 제시된 수학 문제의 인지적인 측면을 중심으로 = Elementary School Teachers` Use of Mathematics Textbook: Cognitive Demands and Influential Factors

다국어 초록 (Multilingual Abstract)

This study was prompted by the current curriculum policies that use textbooks as an important strategy to regulate mathematics practice and align instruction with the reformers` ideas. The purpose of this study is to examine elementary teachers` textbook use and its influential factors from a different angle, that of the cognitive demand of mathematical problems. A survey was developed based on the previous studies. A total of 203 elementary teachers from third to six grades participated in the survey. Textbook use patterns were explored by looking at the relationship between problems in textbooks and those used by teachers in teaching. Influential factors were explored in three levels--individual (e.g., teacher knowledge), contextual (e.g., student mathematics achievement), and teachers` opportunity-to-learn (e.g., Professional development [PD] experiences). Two noticeable findings emerged. First, four transformation patterns from textbook to teaching were exhibited in terms of the cognitive demand of problems (i.e., L-L, L-H, H-L, & H-H). When teachers have textbook problems that require a lower level of student thinking, some teachers maintained its cognitive demand level (L-L pattern), whereas other teachers increased the cognitive demand of problems in teaching (L-H pattern). Similar to these trends, when teachers have textbook problems that require a higher level of student thinking, some teachers maintained the high level (H-H pattern) whereas other teachers decreased its cognitive level in teaching (H-L pattern). This finding implies that although the cognitive demand of problems in textbooks is important, teachers are influenced by various factors when using textbooks in teaching. Second, six factors were identified as influential factors on teachers` textbook use. The critical factor that influences teachers who decrease higher level text to lower level cognitive demand or those who increase a lower level text into higher level cognitive demand is teachers` curriculum knowledge. This study also found other important influential factors, such as teachers` understanding-oriented objectives in teaching, active participation in PD activities. The findings of this study provide curriculum developers, professional developers, and teacher educators with information about ways in which they can support teachers in order to help teachers make better use of their texts.

참고문헌 (Reference)

1 Russell, S. J., "The role of the teacher in curriculum development (OR, "Won't well-prepared teachers make up their own?")(OR, "Curriculum: The right way, a necessary evil, a handy reference, or partner?"). Paper presented at the Conference on Teacher Enhancement K-6, National Science Foundation, Arlington, VA"

2 Remillard, J. T., "Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning" 35 (35): 352-388, 2003

3 Schwille. J., "Teachers as policy brokers in the content of elementary school?mathematics In: Handbook of Teaching and Policy" Longman 370-391, 1983

4 Martin, M. O., "TIMSS 2003 Technical Report: Findings From IEA's Trends in International Mathematics and Science Study at the Eighth and Fourth Grades" Chestnut Hill 2004

5 Leinhardt, G., "Seeing the complexity of standing to the side: Instructional dialogues" 23 (23): 87-163, 2005

6 National Council of Teachers of Mathematics, "Professional standards for school mathematics" NCTM 1991

7 National Council of Teachers of Mathematics, "Principles and standards for school mathematics" National Council of Teachers of Mathematics 2000

8 Son, J., "How Reform Curricula Teach Mathematics in the U.S. and Korea. In H. Chick and K. Stacey (Eds.), Proceedings of the 29th Annual Meeting of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, Vol. 3, pp. 312-318"

9 Klinzing, G., "Higher cognitive behaviours in classroom discourse: Congruencies between teachers' questions and pupils' responses" 29 (29): 63-75, 1985

10 Schmdt, W. H., "Four patterns of teachers' content decision-making" 19 : 439-455, 1987

11 Remillard, J. T., "Examining key concepts in research on teachers' use of mathematics curricula" 75 (75): 211-246, 2005

12 Sanders, N. M., "Classroom questions: What kinds?" Harper & Row 1966

13 Remillard, J. T., "Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text" 100 (100): 331-350, 2000