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    고등학교 수학교사의 수학 및 교수-학습에 대한 신념과 교수 실제의 관계 연구 = Relationship between the beliefs about mathematics and teaching-learning and teaching practices of a high school mathematics teacher

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    https://www.riss.kr/link?id=T8059441

    • 저자
    • 발행사항

      청원: 한국교원대학교 2001

    • 학위논문사항

      학위논문(박사) -- 한국교원대학교 대학원 , 수학교육전공 , 2001

    • 발행연도

      2001

    • 작성언어

      한국어

    • DDC

      510.7 판사항(19)

    • 발행국(도시)

      충청북도

    • 형태사항

      vii 156 p.: 삽도, 도표; 26 cm.

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    참고문헌 (Reference)

    1. How we think, Dewey, John, [s.n., , 1910

    2. 수리철학, 이종권, 스티븐 F.바커, , 1975

    3. Concluding remarks, Spindler, , 1982

    4. Leaning mathematics, Askew, Lapointe, Mead, , 1992

    5. General Introduction, Teubert, , 2007

    6. Changing the Subj ect, Black, Atkin, , 1996

    7. 비고츠키와 교육, 한순미, , 2007

    8. 질적 사례연구법, 허미화, , 1994

    9. The science of patterns, Steen, , 1988

    10. The activities of teaching, Green, Thomas F, Educator's International Press, , 1998

    1. How we think, Dewey, John, [s.n., , 1910

    2. 수리철학, 이종권, 스티븐 F.바커, , 1975

    3. Concluding remarks, Spindler, , 1982

    4. Leaning mathematics, Askew, Lapointe, Mead, , 1992

    5. General Introduction, Teubert, , 2007

    6. Changing the Subj ect, Black, Atkin, , 1996

    7. 비고츠키와 교육, 한순미, , 2007

    8. 질적 사례연구법, 허미화, , 1994

    9. The science of patterns, Steen, , 1988

    10. The activities of teaching, Green, Thomas F, Educator's International Press, , 1998

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    24. Teachers knowledge and structuringcontent in mathematics. Paper presented at the annual meeting of theAmerican Educational Research Association, San Francisco.Stonewater, J. K., & Oprea, J. M. 91988). An analysis of in-service teachersmathematical beliefs: A cognitive development perspective, Haymore, Marks, Steinberg, "Teachers' knowledge and structuringcontent in mathematics. Paper presented at the annual meeting of theAmerican Educational Research Association, , 1985

    25. A manual for repertory grid technique, Fransella, Fay, Academic Press, , 1977

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    33. ParticipantObservation,참여관찰방법, Spradley, 이희봉, "Participant observation, , 1980

    34. Implications of research on teacher belief, Kagan, , 1992

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    39. The changing role of the mathematics teacher, Clarke, , 1997

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    43. Professional standards for teaching mathematics, National Council of Teachers of Mathematics, The Council, , 1991

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    45. Symbolic interactionism : perspective and method, Blumer, Herbert, Prentice-Hall, Symbolic interactionism: p ersp ective and method, , 1969

    46. Cognitive and ethical growth: The making of meaning, Perry, , 1981

    47. Inside the teacher: Knowledge, beliefs, andattitudes, Baird, Brown, "Inside the teacher: Knowledge, , 1993

    48. The impact of beliefs on the teaching of mathematics, Ernest, , 1989

    49. Dealing with beliefs in mathematics teacher education, Southwell, , 1992

    50. The nature of mathematics: Its role and its influence, Dossey, , 1992

    51. Further thoughts on the standards: A reaction to apple, Romberg, , 1992

    52. Studies of problem solving judgment anddecision making, Elstein.A.S, Shulman, , 1975

    53. The classroom environment study: Teaching for learning, Anderson, , 1987

    54. Beliefs and their influence on mathematical performance, Garofalo, , 1989

    55. Knowledge and values in social and educational research, Bredo, Eric, Temple University Press, , 1982

    56. Qualitative data analysis : a sourcebook of new methods, Miles, Matthew B, Sage Publications, , 1984

    57. The philosophy of mathematics and mathematics education, Ernest, , 1985

    58. Differences between belief systems and knowledge systems, Abelson, , 1979

    59. Some proposals for reviving the philosophy of mathematics, Hersh, , 1979

    60. The constructivist researcher as teacher andmodel builder, Cobb, Steffe, The constructivist researcher as teacher and modelbuilder, , 1983

    61. Curriculum and evaluation standards for school mathematics, NCTM, Curriculum and evaluationstandards f or school mathematics, , 2000

    62. The issue of reform: What have we learned from yesteryear?, Cooney, , 1987

    63. 교사변인과 학생의 수학적 태도에 관한 연구, 김부미, 梨花女子大學校 敎育大學院, 이화여자대학교 대학원 석사학위논문, , 1996

    64. Proofs and refutations : the logic of mathematical discovery, Lakatos, Imre, Cambridge University Press, , 1976

    65. Those who appreciate: The mathematician as secondary teacher, Marks, , 1987

    66. Teacher beliefs and practices : A square peg in a square hole, Kaplan, , 1991

    67. Teachers ' beliefs,classroom atmosphere, and student behavior, Harvey, Hoffmeister, Prather, White, "Teachers ' beliefs, , 1968

    68. The culture of the mathematics classroom: An unknownQuantity?, Nickson, , 1992

    69. Classrooms as learning environments forteachers and researcher, Cobb, Wood, Yackel, , 1990

    70. Seeking meaning in mathematics instruction: Aresponse to Gagn?, Steffe, Blake, , 1983

    71. Teachers ' and students' conceptions of mathematicsinstruction, Zimmermann, , 1997

    72. Mind in society:The development of higher psychological process, Vygotsky,L.S., , 1978

    73. BenNew York's conceptions of rules and answers in IPImathematics, Erlwanger, , 1975

    74. 수학적 신념 및 태도에 관한 교사와 학생의 관계, 남상엽, 한국교원대학교, 한국교원대학교석사학위논문, , 1999

    75. Changing preservice teachers ' conceptions ofmathematics learning, Wilcox, Schram, , 1988

    76. 학생이 지각한 교사의 태도와 학업성취와의 관계, 송영숙, 연세대학교, , 1985

    77. Research on affect in mathematics education: A reconceptualization, McLeod, Research on affect in mathematics education: Areconceptualization, , 1992

    78. Sociomathematical norms, argumentation, and autonomy in mathematics, Cobb, Yakel, "Sociomathematical norms, , 1996

    79. The mathematics, patterns of interaction and sociomathematicalnorms, Vogit, "The mathematics, , 1995

    80. The second international mathematics study: A look at US.classrooms, Crosswhite, , 1987

    81. Apprenticeship in thinking : cognitive development in social context, Rogoff, Barbara, Oxford University Press, App renticeship in thinking: Cognitive development in socialcontext, , 1990

    82. The psychology of mathematics teachers' learning: in search oftheory, Lerman, , 1997

    83. The ethnographic research tradition and mathematicseducation research, Eisenhart, , 1988

    84. The relationship between teacher and studentbeliefs about mathematics, Carter, Norwood, , 1997

    85. Conditions of knowledge: An introduction to ep istemology andeducation, Scheffler, I., Scheffler, , 1965

    86. Psychological considerations in the learning and teaching ofarithmetic, Brownell, , 1935

    87. Affect and learning : Causes and consequences of emotional interactions, ler, , 1989

    88. 중학교 2학년 학생들의 수학에 대한 신념과 태도 조사, 양현주, 한국교원대학교, 한국교원대학교 대학원 석사학위논문, , 1995

    89. A philosophical consideration of recent research onteacher effectiveness, Fenstermacher, , 1978

    90. Prospective elementary and secondary teachers ' understanding ofdivision, Ball, , 1990

    91. Scaffolding children's learning : Vygotsky and early childhood education, Berk, Laura E, National Association for the Education of Young Children, Scaff olding children 's learning: Vygotsky andearly childhood education, , 1995

    92. Teachers' beliefs and educational research:Cleaning up a messy construct, Pajares, Teachers' beliefs and educational research: Cleaning up amessy construct, , 1992

    93. The reflective judgment model: Characteristics, evidence, andmeasurement, Kitchener, "The reflective judgment model: Characteristics, , 1986

    94. Images of mathematics held by university teachers of mathematicalsciences, Mura, , 1993

    95. An Examination of concep tual f rameworks of beginningmathematics teachers, Shirk, , 1973

    96. 수학의 교수-학습을 이해하기 위하여: 수학 교사의 신념, 조정수, , 2000

    97. Conceptualizing belief structuresof preservice secondary mathematics teachers, Shealy, Arvold, Cooney, , 1998

    98. Forms of intellectual and ethical development in the college years : a scheme, Perry, William G, Jossey-Bass Publishers, , 1999

    99. Teacher 's beliefs about mathematical problem solving in theelementary school, Ford, , 1994

    100. Th e knowled ge, beliefs and attitu d es of the math ematicsteacher : A model, Ernest, P., Ernest, "The knowledge, , 1989

    101. Influence of teacher cognitive/conceptual levels onproblem-solving instruction, Dougherty, , 1990

    102. Teachers conceptions of mathematics and mathematicsteaching: Three case studies, Thomp son, , 1982

    103. Teachers' beliefs aboutsmall-group instruction in elementary school mathematics, Mason, Good, Grouws, , 1990

    104. Belief , attitude, attention and behavior: Anintroduction to theory and research, Aj zen, Fishbein, "Belief , , 1975

    105. Teachers ' personal knowledge: What countsas personal in studies of the personal, Connelly, Clandinin, , 1987

    106. Exemp lary mathematics teachers: Subj ect conceptions andinstructional p ractices, Roulet, , 1998

    107. Mathematical discovery : on understanding, learning, and teaching problem solving, Polya, George, John Wiley & Sons, "Mathematical discovery : On understanding, , 1962

    108. Selected factors in the conceptual systems ofgeometry teachers: Four case studies, McGalliard, , 1983

    109. Learning opportunities and negotiating socialnorms in mathematics class discussion, Wheatley, , 1994

    110. Ethnography as a methodology and its application to the study of schooling: A review, Wilcox, , 1982

    111. Profiles ofpractice: Elementary school teachers ' views of their mathematics teaching, Peterson, Putnam, Reineke, Vredevoogd, , 1992

    112. Ways of thinking about student s and classrooms by more andless experienced teacher s, Berliner, Ways of thinking about students and classrooms by more andless experienced teachers, , 1987

    113. A constructivist view of mathematics instruction. Part Ⅰ: Atheoretical p ersp ective, Confrey, , 1985

    114. Students ' beliefs about knowing and learning mathematics :Implications for motivation, Kloosterman, , 1996

    115. Subj ect matter knowledge forelementary instruction: A case from functions and graphing, Stein, Baxter, Leinhardt, , 1988

    116. 초등학교 교사의 수학에 대한 신념과 교수 실제에 관한 사례 연구, 장인옥, 한국교원대학교, 한국교원대학교 석사학위논문, , 2001

    117. Problem-solving of knowledge-centered: The influence ofphilosophy on mathematics teaching, Lerman, , 1983

    118. Small-group interactions as a source oflearning opportunities in second-grade mathematics, Yackel, Wood, Cobb, , 1991

    119. Leaning to teach mathematical problem solving: Changes inteachers' conceptions and beliefs, Thomp son, , 1988

    120. Are changes in views about mathematics teaching sufficientThe case of a fifth-grade teacher, Prawat, , 1992

    121. Emerging and evolving themes; Three case studies of preservicemathematics teachers' beliefs, Day, , 1993

    122. Intersubjectivity in Mathematics Learning: A Challengeto the Radical Constructivist Paradigm?, Lerman, Intersubjectivity in mathematics learning: A challenge to theradical constructivist paradigm?, , 1996

    123. Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic, Carpenter, T. P, , 1988

    124. Approaches to teaching mathematics: Mapping the domains of knowledge, skills, and dispositions, Ball, Kuhs, "App roaches to teaching mathematics: Mapp ingthe domains of knowledge, , 1986

    125. From preservice mathematics teacher education to beginningteaching: A study in recontextualizing, Ensor, , 2001

    126. Glimpses of the Past, Images of the future: Moving from 20th to21st century mathematics education, Wiliam, "Glimpses of the Past, , 1999

    127. Asking the right questions about teacher preparations:Contributions of research on teacher thinking, Clark, , 1988

    128. Learning about teaching f romcomparative studies: Ontario mathematics in international p ersp ective, Wahlstrom, McLean, Wolfe, , 1987

    129. Conception of knowledge in mathematics: Interaction withand applications to a teaching methods course, Meyerson, , 1978

    130. Gaining certification to teachsecondary mathematics: A study of three teachers from other disciplines, Lamb, Bush, Alsina, , 1990

    131. Toward a constructivist perspective: Theimpact of a mathematics teacher inservice program on students, Simon, Schifter, , 1993

    132. Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice, Raymond, Inconsistency between a beginning elementary schoolteacher 's mathematics beliefs and teaching practice, , 1997

    133. When the problem is not the question and the solution is not the answer:Mathematical knowing and teaching, Lampert, , 1990

    134. Elementary preservice teachers ' changingbeliefs and instructional use of children's mathematical thinking, Bright, Vacc, , 1999

    135. Exp erience, problem solving, and learningmathematics: Considerations in developing math ematics curricula, Thomp son, "Experience, , 1985

    136. A study of four preservice secondary mathematics teachers 'constructs of mathematics and mathematics teaching, Owens, , 1987

    137. Contributions of educational research to policy and practice:Constructing, challenging, and changing cognition, Shavelson, "Contributions of educational research to policy and practice:Constructing, , 1988

    138. The influence of professional reference groupson decisions of preservice secondary school mathematics teachers, Bright, Carry, , 1974

    139. Preservice secondary mathematics teachers' belief s aboutmathematics and the teaching of mathematics: Two case studies, Helms, Preservice secondary mathematics teachers' beliefs aboutmathematics and the teaching of mathematics: Two case studies, , 1989

    140. Staff development and the process of changing: A teacher 'semerging constructivist beliefs about learning and teaching, Peterman, , 1993

    141. Contrasts of teacher ideal and actual beliefs about mathematicsunderstanding: Three case studies (Doctoral Dissertation, Shaw, , 1989

    142. The participation, beliefs, anddevelopment of arithmetics meaning of a third-grade student in mathematicsclass discussion, Wheatley, Smith, "The participation, , 1994

    143. Beyond the pur ely cognitive: Belief systems, socialcognitions, and metacognitions as driving forces in intellectualperformance, Schoenfeld, "Beyond the purely cognitive: Belief systems, , 1983

    144. Changing mathematicalconcep tions of p reservice teachers : A content and p edagogical intervention(research Rep ort No. 1988-4), Lanier, Schram, Lappan, , 1988

    145. One preservice secondary teacher 's understanding of function:The impact of a course integrating mathematical content and pedagogy, Wilson, M. R., Wilson, , 1994

    146. A korean elementary teacher 's belief s about teaching andlearning and its imp act on interactions and norms in mathematicsclassroom, Cho, , 2000

    147. Teachers' instructional behavior related to their conceptions ofteaching and mathematics and their level of dogmatism: Four case studies, Kesler, , 1985

    148. The effects on preservice elementary teachers of learningmathematics and means of teaching mathematics through the activemanipulation of materials, Fuson, , 1975

    149. Achieving excellence in secondarymathematics : scarborough review of grade 12 mathematics 1995/ 96 Cohort:Interp retations, recommendations and a p lan f or action, Harrison, Colgan, "Achieving excellence in secondarymathematics : scarborough review of grade 12 mathematics 1995/ 96 Cohort:Interp retations, , 1997

    150. Teachers ' orientations toward teaching, learning, andmathematics : Three teachers ' decisions concerning the imp lementation of arevised elementary mathematics curriculum, Dorgan, "Teachers ' orientations toward teaching, , 1994

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