수학적 토론 증진을 위한 유아교사의 교수법 탐구 = Promoting mathematical discussion: Unpacking the pedagogy of an early childhood educator

국문 초록 (Abstract)

본 연구는 수학적 토론 활동에 관한 유아교사의 이해 및 교수 실제를 심층적으로 탐색하고 분석하기 위해 질적 사례연구를 하는데 목적이 있다. 이를 위해 본 연구자는 의도적 표본 추출 방법으로, 수학교육에 관심이 높은 유아교사 1인을 교육경력, 교육과정에 대한 이해정도, 기관특성, 및 추천 등을 고려하여 선정하였다. 약 4개월간 미국 공립학교 유치원 교실에서 수학활동 관찰, 교사와의 심층면담, 및 관련 문서와 작품을 통하여 자료를 수집하고 분석한 결과, 첫째 유아가 수학적 토론 활동에 적극적으로 참여할 수 있도록 하기 위해서, 교사는 유아가 존중받는 학습 환경을 만드는 것을 우선시 하였다. 둘째, 유아들의 수학적 능력을 향상시키기 위해서는 분명한 학습목표를 가지고 유아의 발달적 특성에 적합하며 수학적 사고를 지원할 수 있는 수학활동, 구체적인 질문, 피드백 등이 교사―유아 상호작용 속에서 나타남을 알 수 있었다. 셋째, 참여교사와의 심층면담을 통해서 수학적 토론에 대한 교사의 이해 및 신념뿐만 아니라, 유아교육현장에서 교사의 교수행동 결정과정에 영향을 주는 교실 내외의 다양한 요인들에 대해서도 밝혀낼 수 있었다. 본 연구 결과는 유아를 위한 토론 중심 수학 활동은 어떻게 계획 및 실행되어야 하고, 이를 위한 효율적인 교수전략은 무엇인지에 관한 구체적인 실례를 보여주는 한편, 유아 수학교육 현장의 질적 향상을 위한 교사의 전문성 신장과 교수방법 개선에 시사점을 제공할 것이다.

다국어 초록 (Multilingual Abstract)

Through a qualitative case study, this article presents an analysis of one particular kindergarten teacher’s ways of thinking about and facilitating mathematical discussion as part of everyday mathematical instruction. Data were collected through classroom observations, semi-structured interviews, and various forms of documentation. The findings proposed three main pedagogical roles of the teacher. The first was creating a respectful learning environment to motivate children’s participation in mathematical discussion. The second was scaffolding student discussions to construct their own knowledge in the path of their mathematics learning. The third was overcoming challenges the teacher encounters while integrating mathematical discussion into her everyday lessons. From these findings, implications are discussed for early childhood teachers, teacher educators, and administrators.

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