Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지

A Study on the Questioning in the Elementary Mathematics Textbook

초등 수학교과서의 창의성 신장을 위한 발문

  • Received : 2010.04.12
  • Accepted : 2010.05.07
  • Published : 2010.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this research was to analyze questioning types of the Korean Elementary Mathematics Textbook in grade 3 and suggest the direction of questioning strategies for enhancing creativity in mathematics lessons. For the research, the researcher analyzed questioning types of the 3rd grade mathematics textbook and the changes of the questions compared with the questions in the previous textbooks. The author suggested the following recommendations. First, the questioning strategies of the revised mathematics textbook tends more to enhance students' creativity than the previous ones did. Second, teachers need to know the students' level of mathematics before starting their mathematics lessons because teachers can provide more effective differentiated questioning to the students. Third, students can response tuned to their level of mathematics if they meet with open-ended questions. It is desirable to develop good open-ended questions to fit students' abilities. Last, teachers should provide opportunities for students to share their own mathematical thinking. In risk-free environment, students can willingly participate at debating over mathematics proofs and refutation. Teachers should make efforts to make the classroom norm or culture free to debate among students, which leads to enhancement of students' creativity or mathematical creativity.

본 연구는 초등학교 수학교과서에서의 발문을 분석하고 초등 수학에서 창의성의 의미와 창의성 신장을 위한 효과적인 발문의 방향을 제시하는 것을 목적으로 한다. 본 연구를 위하여 창의성의 정의를 고찰하고 2007개정 교육과정에 의한 한국의 3학년 1학기 수학교과서에서의 발문 분석을 통하여 창의성 신장을 위한 효과적인 발문의 성격을 고찰해 보았다. 초등학생들의 수학 수업에서 창의성 신장을 위해서는 제시하는 과제의 성격뿐만 아니라 실제 수업에서 교사의 학생의 수준에 맞는 적절한 발문이 필수적임을 제안하였다.

Keywords

References

  1. 교육인적자원부 (2007). 개정 2007 수학과 교육과정. 서울: 교육인적자원부.
  2. 김용대 (2004). 창의적 문제해결과 문제변형을 위한 사고. 한국수학교육학회지 시리즈 A <수학교육>, 43(4), 399-404.
  3. 김진호 (2004). 수학적 창의성에 대한 일 논의-창의적인 사람, 창의적인 산물, 창의적인 과정이란 관점으로. 한국수학교육학회지 시리즈 E <수학교육 논문집>, 18(3), 45-56.
  4. 김판수 (2005). 초등 수학과 영재교육 방안으로서의 창의성과 문제발견. 초등교육연구, 18(2), 303-334.
  5. 남승인․박만구․신준식 (2010). 수학 창의성 어떻게 기를 것인가. 서울: 교학사.
  6. 교육과학기술부 (2009). 초등학교 수학교과서 3-1. 서울: 두산동아.
  7. 박만구 (2007). 참여수학을 통한 수학교육 활성화를 위한 모델 개발. 한국학교수학회논문집, 10(4), 557-571.
  8. 박성선 (2002). 수학적 창의성 시장을 위한 탐구학습에 관한 소고. 초등수학교육연구, 6(2), 65-74.
  9. 유윤재 (2004). 수학적 창의성의 개념. 한국수학교육학회지 시리즈 E <수학교육 논문집>, 18(3), 81-94.
  10. 이강섭․심상길 (2007). 교구를 활용한 활동에서 창의성 평가를 위한 학생들의 반응 유형 분석. 한국수학교육학회지 시리즈 A <수학교육>, 46(2), 227-237.
  11. 조석희 (2003). 창의성 계발을 위한 수학영재 교육방안. 대한수학교육학회 수학교육학연구대회논문집, 1-21.
  12. 황우형․최계현․김경미․이명희 (2006). 수학교육과수학적 창의성. 한국수학교육학회지 시리즈 E <수학교육 논문집>, 20(4), 561-574.
  13. Balka, D. S. (1974). The development of an instrument to measure creative ability in mathematics. Unpublished doctoral dissertation, University of Missouri.
  14. Cobb, P. (1995). Mathematical learning and small-group interaction: Four case studies. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (25-129). Mahwah, NJ: Erlbaum.
  15. Ekvall, G. (1999), Creative climate, In encyclopedia of creativity. Vol. 1 A - H, Runco, M.A & Pritzker, S. R. (Eds.) San Diego: Academic Press Place of Publication.
  16. Ervynck, G (1991). Mathematical creativity, In D. Tall (Ed.), Advanced mathematical thinking (42-53). Dordrecht: Kluwer.
  17. Fouche, K. K. (1993). Problem solving and creativity: Multiple solution methods in a cross-cultural study in middle level mathematics. Unpublished doctoral dissertation, University of Florida.
  18. Guilford, J. (1967). The nature of human intelligence. New York: McGraw-Hill.
  19. Haylock, D. W. (1984). Aspects of mathematical creativity in children ages 11-12. Ph. D. Thesis in London University.
  20. Haylock, D. W. (1987). A framework for assessing mathematical creativity in school children. Educational Studies in Mathematics, 18, 59-74. https://doi.org/10.1007/BF00367914
  21. Hudson, L. (1967). Contrary imaginations: a psychological study of the English Schoolboy. Harmondsworth: Penguin.
  22. Karp, K., & Howell, P. (2004). Building responsibility for learning in students with special needs. Teaching Children Mathematics, 11, 118-126.
  23. Krulick, S., & Rudnick, J. A. (1993), Reasoning and problem solving. New York: Pearson Allyn & Bacon.
  24. Krulick, S., & Rudnick, J. A. (1999). Innovative tasks to improve critical and creative thinking skills. In L. V. Stiff & F. R. Curcio (Eds.), Developing mathematical reasoning in grade k-12 (pp. 138-145). Reston, VA: National Council of Teachers of Mathematics.
  25. Kruteskii, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: University of Chicago Press.
  26. Laycock, M. (1970). Creative mathematics at Nueva. Arithmetic Teacher, 17, 325-328.
  27. Mann, E. L. (2005). Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students. Unpublished Doctoral Dissertation. University of Connecticut.
  28. McCain, T. C., & Callahan, J. F. (1977). Creativity and the elementary school teacher. In J. F. Callahan & L. H. Clark (Eds.). Teaching in the elementary school (283-304). New York: Macmillan Publishing Co.
  29. McNulty, R. C. (1969). Children, mathematics and creativity. Unpublished M. A. dissertation, University of Exeter.
  30. Murray, M., & Jorgensen, J. (2007). The differentiated math classroom: A guide for teachers K-8. Portmouth, NH: Heinemann.
  31. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
  32. Romey, W. D. (1970). What is your creativity quotient? School Science and Mathematics, 70, 3-8. https://doi.org/10.1111/j.1949-8594.1970.tb08557.x
  33. Sheffield, L. J. (2006). Developing mathematical promise and creativity. Proceedings of the 11th International Seminar on Education of Gifted Students in Mathematics. 1-7.
  34. Small, M. (2009). Good questions: Great ways to differentiate mathematics instruction. New York: Teachers College Press.
  35. Sriraman, B. (2004). The characteristics of mathematical creativity. The Mathematics Educator, 14(1), 19-34.
  36. Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (3-15). New York: Cambridge University Press.
  37. Torrance, E. P. (1963). Education and the creative potential. Minneapolis, MN: University of Minnesota Press.
  38. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.