다문화수학교사교육 강의 운영 사례연구: 수학과 예비교사의 다문화적 역량 변화에 대한 효과

초록

As part of developmental research, this research has investigated the effect of a developed course for multicultural mathematics teacher education. For the purpose of the evaluation, we have collected diverse types of data including reflective journals, surveys for course evaluation, and portfolios by the course participants. We have also conducted in-depth interviews with the course participants to probe their perspectives of multicultural mathematics education and their learning experience in the course over the semester. The data analysis has revealed meaningful changes in the preservice mathematics teachers' understanding of multicultural mathematics education. Specifically, the preservice mathematics teachers became to have a more refined understanding of what could be considered as legitimate cultural agents for the production of mathematics in class. This change can be considered as significant since the refined understanding would lead to a higher level of multicultural sensitivity. In addition, the preservice teachers became to develop practical knowledge of multicultural mathematics education through the participatory learning experience in the course. This research identified several instructional factors which seemed to promote the changes to discuss implications for the future development of multicultural teacher education.

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