사회수학적 규범과 수학교실문화

• 영문명: Sociomathematical Norms and the Culture of the Mathematics Classroom
• 발행기관: 대한수학교육학회
• 저자명: 방정숙
• 간행물 정보: 『수학교육학연구』제11권 2호, 273~289쪽, 전체 17쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2001.12.31

영문 초록

Given that the culture of the mathematics classroom has been perceived as an important topic in mathematics education research, this paper deals with the construct of sociomathematical norms which can be used as an analytical tool in understanding classroom mathematical culture. This paper first reviews the theoretical foundations of the construct such as symbolic interactionism and ethnomethodology, and describes the actual classroom contexts in which social and sociomathematical norms were originally identified. This paper then provides a critical analysis of the previous studies with regard to sociomathematical norms. Whereas such studies analyze how sociomathematical norms become constituted and stabilized in the specific classroom contexts, they tend to briefly document sociomathematical norms mainly as a precursor to the detailed analysis of classroom mathematical practice. This paper reveals that the trend stems from the following two facts. First, the construct of sociomathematical norms evolved out of a classroom teaching experiment in which Cobb and his colleagues attempted to account for students' conceptual learning as it occurred in the social context of an inquiry mathematics classroom. Second, the researchers' main role was to design instructional devices and sequences of specific mathematical content and to support the classroom teacher to foster students' mathematical learning using those sequences. Given the limitations in terms of the utility of sociomathematical norms, this paper suggests the possibility of positioning the sociomathematical norms construct as more centrally reflecting the quality of students' mathematical engagement in collective classroom processes and predicting their conceptual learning opportunities. This notion reflects the fact that the construct of sociomathematical norms is intended to capture the essence of the mathematical microculture established in a classroom community rather than its general social structure. The notion also allows us to see a teacher as promoting sociomathematical norms to the extent that she or he attends to concordance between the social processes of the classroom, and the characteristically mathematical ways of engaging. In this way, the construct of sociomathematical norms include, but in no ways needs to be limited to, teacher's mediation of mathematics discussions.

목차

Ⅰ. 들어가는 말

Ⅱ. 사회수학적 규범의 기저

Ⅲ. 사회수학적 규범에 관한 비평적 고찰

Ⅳ. 사회수학적 규범의 재개념화

참고문헌