현직 수학 교사들의 수학적 모델링 과제 개발 및 수정 과정에 대한 사례 연구 = A case study on in-service mathematics teachers’ development and revision processes of mathematical modeling tasks

다국어 초록 (Multilingual Abstract)

Recently, mathematical modeling has been increasingly emphasized in the mathematics curriculum. However, teachers face challenges in selecting and developing appropriate tasks. This study explores the processes of task development and revision by 26 in-service mathematics teachers during a professional development program, employing a collective case study method. The teachers first selected tasks suitable for mathematical modeling and then revised them twice.
The patterns of revision were analyzed based on literature reviews. The findings revealed that while in-service mathematics teachers initially prioritized realism in task selection, it was only partially reflected in the tasks. However, in the first revision, the teachers aimed to enhance the reality of the tasks. Also, although the teachers did not initially consider the complexity of the tasks, they recognized its importance during the first revision and attempted to reflect it on the task. In addition, the second revision involved simultaneously reinforcing low complexity and reducing high complexity. This study highlights the need for a systematic examination of the characteristics of mathematical modeling tasks and classroom-based research. Also, this study underscores the importance of providing education and support to strengthen teachers’ task development competencies.