수학 교사의 설명 담화 분석: 교사 설명 속의 다양한 수학적 목소리

초록

Traditionally, teacher's telling has been conceptualized as discursive strategy to present mathematical facts and demonstrate procedural skills. This conception of teacher's telling reflects only the partial aspect of mathematics as fixed collection of definite truths. Based on the reconceptualization of mathematics as historicocultural practice of human engagement, this research is to reconsider the role of teacher's telling, that is, what function does teacher's telling carry out in the context of classroom practice? In order to address these questions, this research analyzed a preservice teacher's telling. In addition to presenting mathematical facts and demonstrating procedural skills, this research showed that teacher's telling functions as a discursive strategy to highlight an emerging student's mathematical perspective and to integrate his/her own mathematical voice into the classroom practice of mathematics. These functions of teacher's telling are involved to confer the legitimacy to and to position diverse agents such as mathematics community, students, and a teacher in the context of mathematics practice in class. Teacher's telling ultimately interweaves mathematical voices of these agents into the collective construction of mathematics. Reflective journals showed that these functions of teacher's telling is based on a teacher's awareness of the power of different voices in the context of mathematics practice. Also, this research suggests that the relationship between a teacher's pedagogical content knowledge and the effectiveness of the teacher's telling needs further inquiry.

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