박사

수학교사의 실천적 지식 구성 과정에 대한 연구

이은정 2015년
논문상세정보
' 수학교사의 실천적 지식 구성 과정에 대한 연구' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 반성
  • 실천적 지식
  • 암묵적지식
  • 의식화
  • 폴라니
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
346 0

0.0%

' 수학교사의 실천적 지식 구성 과정에 대한 연구' 의 참고문헌

  • van Driel, J. H., Beijaard, D. & Verloop, N. (2001). Professional developmentand reform in science education: the role of teachers' practical knowledge.Journal of Research in Science teaching. 38, 137-158.
  • Watson, A., & Mason, J. (2005). Mathematics as a constructive activity:Learners generating examples. Mahwah, NJ: Lawrence ErlbaumAssociates.
  • Van Es, E. (2011). A framework for learning to notice student thinking. In M. G.Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing(pp. 134-151). New York: Routledge.
  • Tsamir, P. (2008). Using theories as tools in mathematics teacher education. In D.Triosh & T. Wood (Eds.), Tools and processes in mathematics teachereducation (pp. 211-234). Rotterdam: Sense Publishers.
  • Torff, B. (1999). Tacit knowledge in teaching: folk pedagogy and teachereducation. In R. J. Sternberg & J. A. Horvath (Eds.). Tacit knowledge inprofessional practice: researcher and practitioner perspectives (pp. 195-213). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Toom, A. (2012). Considering the artistry and epistemology of tacit knowledgeand knowing. Educational Theory. 62(6), 621-640.
  • Toom, A. (2006). Tacit pedagogical knowing: At the core of teacher'sprofessionality. PhD diss., Universuty of Helsinki.
  • Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of theresearch. In D. A. Grouws (Ed.), Handbook of research on mathematicsteaching and learning (pp. 127-146). Reston, VA: National Council ofTeachers of Mathematics.
  • Sullivan, P. A., Clarke, D. M., Clarke, B. A., & O’Shea, H. F. (2010). Exploringthe relationship between tasks, teacher actions, and student learning. PNA, 4,133-142.
  • Sullivan, P. A., & Mousley, J. (2001). Thinking teaching: seeing mathematicsteachers as active decision makers. In F-L. Lin & T. Cooney (Eds.), Makingsense of mathematics teacher education (pp. 147-164). Dordrecht: KluwerAcademic Publishers.
  • Stockero, S. L. & Van Zoest, L. R. (2013). Characterizing pivotal teachingmoments in beginning mathematics teachers' practice. Journal ofMathematics Teacher Education, 16, 125-147.
  • Stein, M., Grover, B., & Henningsen, M. (1996). Building student capacity formathematical thinking and reasoning: an analysis of mathematical tasksused in reform classrooms. American Educational Research Journal, 33,455-488.
  • Stein, M. K., & Lane, S. (1996). Instructional tasks and the development ofstudent capacity to think and reason: An analysis of the relationshipbetween teaching and learning in a reform mathematics project. EducationalResearch and Evaluation, 2, 50-80.
  • Star, J. R., Lynch, K. & Perova, N. (2011). Using video to improve preservicemathematics teachers' abilities to attend to classroom features: a replicationstudy. In M. G. Sherin, V. R. Jacobs & R. A. Philipp. (Eds.) Mathematicsteacher noticing (pp. 117-133). New York: Routledge.
  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video toimprove preservice mathematics teachers’ability to notice. Journal ofMathematics Teacher Education, 11, 107-125.
  • So, K. & K, J. (2010). A case study on the working and formation process ofelementary school teachers’ teaching-related practical knowledge, KoreanJournal of Educational Research, 48, 133-155.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2) : 4-14.
  • Sherin, G. M., Russ, R. S. & Colestock, A. A. (2011). Accessing mathematicsteachers' in-the-moment noticing. In M. G. Sherin, V. R. Jacobs & R. A.Philipp. (Eds.) Mathematics teacher noticing (pp. 70-94). New York:Routledge.
  • Sherin, G. M., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study ofteacher noticing. In M. G. Sherin, V. R. Jacobs & R. A. Philipp. (Eds.)Mathematics teacher noticing (pp. 3-13). New York: Routledge.
  • Seo, K. H. (2005). The fallacy and possibilities of reflective teacher education,The Journal of Korean Teacher Education, 22, 307-332.
  • Schon, D. A. (1987). Educating the reflective practitioner. San Francisco:Jossey-Bass.
  • Schoenfeld, A. H. (2011). Noticing matters. a lot. now what? In M. G. Sherin, V.R. Jacobs & R. A. Philipp. (Eds.) Mathematics teacher noticing (pp. 223-238). New York: Routledge.
  • Schoenfeld, A. H. (2010). How we think: A theory of goal-oriented decisionmaking and its educational applications. New York: Routledge.
  • Schmidt, R. W. (1995). Consciousness and foreign language learning: A tutorialon the role of attention and awareness in learning. In R. W. Schmidt.(Ed.)Attention and awareness in foreign language learning (pp. 1-63). Honolulu:University of Hawaii Press.
  • Schifter, D. (2011). Examining the behavior of operations: noticing earlyalgebraic ideas. In M. G. Sherin, V. R. Jacobs & R. A. Philipp. (Eds.)Mathematics teacher noticing (pp. 204-220). New York: Routledge.
  • Sanders, A. F. (1988). Michael Polanyi’s Post-Critical Epistemology: Areconstruction of some aspects of ‘Tacit Knowing’. Amsterdam: Rodopi B. V.
  • Rhine. S. (1998). The role of research and teachers' knowledge base inprofessional development. Educational Researcher, 27, 27-31.
  • Putnam, R. T., Heaton, R. M., Prawat, R. S., & Remilard, J. (1992). Teachingmathematics for understanding: discussing case studies of four fifth-gradeteachers. The Elementary School Journal, 93(2), 213-228.
  • Prestage, S., & Perks, P. (2007). Developing teacher knowledge using a tool forcreating tasks for the classroom. Journal of Mathematics Teacher Education,10, 381-390.
  • Powell, A. B. (1998). Forcing awareness of mathematics: self, Mind and contentin dialogue. Pythagoras, 45, 36-39.
  • Potari, D. (2013). Promoting teachers' mathematical and pedagogical awareness.Journal of Mathematics Teacher Education, 16, 81-83.
  • Potari, D. & Jaworski, B. (2002). Tackling complexity in mathematics teaachingdevelopment: Using the teaching triad as a tool for reflection and analysis.Journal of Mathematics Teacher Education, 5, 351?.380.
  • Ponte, J. P., & Chapman, O. (2006). Mathematics teacher's knowledge andpractices. In A. Gutierrez & P. Boero (Eds.), Handbook of research on thepsychology of mathematics education: past, present and future (p. 461-464). Roterdam: Sense.
  • Ponte, J. P. (1994). Mathematics teachers' professional knowledge. In J. P. Ponte& J. F. Matos (Eds.), Proceedings PME XVIII (Vol. I, pp. 195-210). Lisbon,Portugal.
  • Polanyi, M. (1967). The tacit dimension. Garden City: Doubkedat & Company.
  • Polanyi, M. (1962). Personal knowledge: towards a post-critical philosophy.Chicago: The university of Chicago Press.
  • Polanyi, M. & Prosch, H. (1975). Meaning. Chicago: The university of ChicagoPress.
  • Papatistodemou, E., Potari, D., & Potta-Pantazi, D. (2014). Prospective teachers'attention on geometrical tasks. Educational Studies in Mathematics, 86. 1-18.
  • Nuthall, G. (2004). Relating classroom teaching to student learning: A criticalanalysis of why research has failed to bridge the theory-practice gap.Harvard Educational Review, 74(3), 273-306.
  • Nonaka, I. & Takeuchi, H.(1995). The Knowledge-Creating Company, New York: Oxford University Press.
  • Nam, J. Y. (2007). A Study on the construction of mathematical knowledge. PhDdiss., Seoul National University.
  • Mellone, M. (2011). The influence of theoretical tools on teachers' orientation tonotice and classroom practice: a case study. Journal of MathematicsTeacher Education, 14, 269-284.
  • McNeil, L. M. (1982). Defensive teaching and classroom control. Retrieved 1November 2014 from http://files.eric.ed.gov/fulltext/ED221958.pdf.
  • McCutcheon, G. (1995). Developing the curriculum, solo and group deliberation.NY: Longman Publishers USA.
  • Mason, J. (2011). Noticing: roots and branches. In M. G. Sherin, V. R. Jacobs &R. A. Philipp (Eds.), Mathematics teacher noticing (pp. 35-50). New York:Routledge.
  • Mason, J. (2008). Being mathematical with and in front of learners: attention,awareness, and attitude as sources of differences between teacher educators,teachers and learners. In B. Jaworski & T. Wood (Eds.), The mathematicsteacher educator as a developing professional (pp. 31-56). Rotterdam:Sense Publishers.
  • Mason, J. (2002). Researching your own practice: the discipline of noticing.Oxon: Routledge.
  • Mason, J. (1998). Enabling teachers to be real teachers: Necessary levels ofawareness and structure of attention. Journal of Mathematics TeacherEducation, 1, 243-267.
  • Marton, F., & Tsui, A. B. (2004). Classroom discourse and the space of learning.Mahwah, N.J.: Lawrence Erlbaum.
  • Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, N.J.:Lawrence Erlbaum.
  • Liljedahl, P., Chernoff, E., & Zazkis, R. (2007). Interweaving mathematics andpedagogy in task design: A tale of one task. Journal of MathematicsTeacher Education, 10(4), 239 ? 249.
  • Lee, Lee & Park. (2013). Task modification and knowledge utilization byKorean prospective mathematics teachers. In C. Margolinas, J. Ainley, J.Frant, M, Doorman, C. Kieran, A. Leung, M. Ohtani, P. Sullivan, D.Thompson, A. Watson, & Y. Yang, (Eds). Task design in mathematicseducation: proceedings of ICMI study 22 (pp. 349-358)
  • Lee, K. H. (2010). Searching for Korean perspective on mathematics educationthrough discussion on mathematical modeling, Journal of EducationalResearch in Mathematics, 20, 221-239.
  • Lee, K. H. (2002). Observation and analysis of elementary mathematicsclassroom discourse, Journal of Korea Society of Educational Studies inMathematics, 4, 435-461.
  • Lee, I. H. (1990). The culture of teaching profession in a Korean academic highschool. PhD diss., Seoul National University.
  • Kwak, D. J., Nah, B. H. & Yoo, J. B. (2009). Doing philosophy of education as‘pra tial philosophy’: centering on Wilfred Carr’s View of it, The KoreanJournal of Philosophy of Education, 45, 27-51.
  • Kwak, D. J., Jin, S. & Cho, D. J. (2007). A study on the characteristics of Koranstudent teachers’ reflection on their practical experiences during thepracticum, Korean Journal of Educational Research, 45, 195-223.
  • Kullberg, A., Runesson, U., & Martensson, P. (2013). The same task? ? differentlearning possibilities. In C. Margolinas, J. Ainley, J. Frant, M, Doorman, C.Kieran, A. Leung, M. Ohtani, P. Sullivan, D. Thompson, A. Watson, & Y.Yang, (Eds). Task design in mathematics education: proceedings of ICMIstudy 22 (pp. 615-622). Retrieved from http://hal.archives-ouvertes.fr/hal-00834054
  • Kullberg, A. (2010). What is taught and what is learned. Professional insightsgained and shared by teachers of mathematics (Gothenburg studies ineducational sciences 293). Goteborg: Acta Universitatis Gothoburgensis
  • Korthagen, F. A., et al., (2001). Linking practice and theory: the pedagogy ofrealistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Korthagen, F. A. (2001). Linking Practice and Theory: The pedagogy of realisticteacher education. Paper resented at the Annual Meeting of the AmericanEducation Research Association, Seattle.
  • Kim, S. Y. (2012). Qualitative case study in the study of primary education, TheJournal of Elementary Education Studies, 19, 31-57.
  • Kim, N. H. (2013). The professional development training of teachers for theunderstanding and applying of Socratic method, Journal of Korea Society ofEducational Studies in Mathematics, 15, 941-955.
  • Kim, N. H. (2009). Education for mathematics teachers and educational using ofSocrates’ method, Journal of Korea Society of Educational Studies inMathematics, 11, 39-53.
  • Kim, J. W. (1996). A participant-observational study on the patterns ofclassroom teaching in an elementary school. PhD diss., Seoul NationalUniversity.
  • Kim, E. J. (2013). A study on practical knowledge: the implication on teachereducation and problem, The Journal of Korean Teacher Education, 27, 27-46.
  • Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing ofchildren’s mathematical thinking. Journal for Research in MathematicsEducation, 41, 169?202.
  • Jacobs, V. R., Lamb, L. C., Philipp, R. A. & Schappelle, B. P. (2011). Decidinghow to respond on the basis of children's understandings. In M. G. Sherin,V. R. Jacobs & R. A. Philipp. (Eds.) Mathematics teacher noticing (pp. 97-116). New York: Routledge.
  • Hong, M. H. (2002). An appreciation of elementary social studies instruction interms of the teachers’ practical knowledge. PhD diss., Korea NationalUniversity of Education.
  • Hill, H., Ball, D., & Schilling, S. (2008). Unpacking pedagogical contentknowledge: conceptualizing and measuring teachers’ topic-specificknowledge of students. Journal for Research in Mathematics Education, 39,372-400.
  • Hiebert, J., Morris, A. K. & Glass, B. (2003). Learning to learn to teach: an"experiment" model for teaching and teacher preparation in mathematics,Journal of Mathematics Teacher Education, 6, 201-222.
  • Henningsen, M., & Stein, M. (1997). Mathematical tasks and students cognition:classroom-based factors that support and inhibit high-level mathematicalthinking and reasoning. Journal for Research in Mathematics Education, 28,524-549.
  • Han, C. H. (2002). A study on the tacit and indwelling knowledge for faitheducation, Christian Education and Information Technology, 4, 93-133.
  • Hager, P. (2000). Know-how and workplace practical judgment. Journal ofPhilosophy of Education, 34(2), 281-296.
  • Gourlay, S. (2006). Conceptualizing knowledge creation: a critique of Nonaka'stheory. Journal of Management Studies, 43, 1415-1436.
  • Gim, C. C. & Choi, M. S. (2013). The development of a criticism framework ofscience class based on M. Polanyi’s theory of knowledge, Journal ofCurriculum Studies, 31, 25-51.
  • Fenstermacher, G. (1994). The knower and the known: The nature of knowledgein research on teaching. In L. Darling-Hammond (Ed.), Review of researchin education (pp. 3-56). Washington, DC: American Education ResearchAssociation.
  • Eom, T. T. (1998). Educational epistemology: An educational reflection on theedifying methods of Kierkegaard and Polanyi. PhD diss., Seoul NationalUniversity.
  • Elbaz,F.(1983).Teacherthinking:astudyofpracticalknowledge.New York:Nichols.
  • Dewey, J. (1904). The relation of theory to practice in education. In the thirdyearbook of the national society for the scientific study of education: PartⅠ:The relation of theory to practice in the education of teachers (pp. 9-30).Chicago: University of Chicago Press.
  • Davis, B., & Sumara, D. (1997). Cognition, complexity and teacher education.Harvard Educational Review, 67 (1) 105-125.
  • Crespo, S., & Sinclair, N. (2008) What can it mean to pose a 'good’problem?Inviting prospective teachers to pose better problems. Journal ofMathematics Teacher Education, 11, 395-415.
  • Crespo, S. (2003). Learning to pose mathematical problems: Exploring changesin preservice teachers' practices. Educational Studies in Mathematics, 52,243-270.
  • Connelly, M. F., & Clandinin, J. D.(1988). Teachers as curriculum planners:narrtives of experience. New York: Teachers' College.
  • Cobb, P., & Steffe, L. P. (1983). The constructivist researcher as teacher andmodel builder. Journal for Research in Mathematics Education, 14(2), 83-94.
  • Clandinin, J. D. (1985). Personal practical knowledge: a study of teachers'classroom images. Curriculum inquiry, 15, 361-385.
  • Cho, D. J. (2006). A study on three approaches to the teacher’s reflection,Korean Journal of Educational Research, 44, 105-133.
  • Chapman, O.(2013). Mathematical-task knowledge for teaching. Journal ofMathematics Teacher Education, 16, 1-6.
  • Bratianu, C. (2010). A critical analysis of Nonaka's model of knowledgedynamics. Electronic Journal of Knowledge Management, 8, 193-200.
  • Biza, I., Nardi, E. & Zachariades, T. (2007) Using tasks to explore teacherknowledge in situation-specific contexts. Journal of Mathematics TeacherEducation, 10, 301?-309.
  • Bishop, A.(1976). Decision-making, the intervening variable. EducationalStudies in Mathematics, 7, 41-47.
  • Bishop, A. J.(1982). Implications of research for mathematics teacher education,Journal of Education for Teaching, 119-135.
  • Berliner, D. C.(1989). The place of process-product research in developing theagenda for research on teacher thinking, Educational Psychologist, 24, 325-344.
  • Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching:what makes it special?.Journal of Teacher Education, 59, 389-407.
  • Ball, D. (2011). Foreword. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.),Mathematics teacher noticing (pp. 35-50). New York: Routledge.
  • Alsawaie, O. N., & Alghazo, I. M. (2010). The effect of video-based approachon prospective teachers’' ability to analyze mathematics teaching. Journal ofMathematics Teacher Education, 13, 223-241.