Responding to Students' Mathematical Ideas during Individual and Small-Group Instruction: What Makes It?

• 발행기관: 대한수학교육학회
• 저자명: Mimi Park Yeon Kim
• 간행물 정보: 『수학교육학연구』제35권 2호, 269~295쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.05.31

국문 초록

Responding to students' mathematical ideas is a critical aspect of effective teaching. However, responding is complex, requiring teachers to strike a balance between providing immediate solutions and allowing productive struggles for learning. While previous research has predominantly examined teacher responding during whole-class instruction, this study specifically investigated how teachers respond to students’ mathematical ideas during individual and small-group instruction in middle school geometry lessons. This study recruited two mathematics teachers who held reform-oriented beliefs. The study examined their lessons, mathematical knowledge for teaching, and teacher metacognition to reveal what might influence their responses in such situations. Differences were observed in the quality of their responding to students' mathematical ideas during individual and small-group instruction in their geometry lessons as well as in their mathematical knowledge for teaching and teacher metacognition. Based on the findings, this study provides insight into the complex interplay of beliefs, knowledge, and metacognition in responding and offers suggestions for teacher education.

목차

Ⅰ. INTRODUCTION

Ⅱ. CONCEPTUAL FRAMEWORK

Ⅲ. DATA AND METHODS

Ⅳ. FINDINGS

Ⅴ. DISCUSSION AND CONCLUSION

REFERENCES

키워드

Responding to students' mathematical ideas Individual and small-group instruction Mathematical knowledge for teaching Teacher metacognition Reform-oriented beliefs