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Journal of Educational Research in Mathematics -
Vol. 29 ,
No. 3

[ Article ] | |

Journal of Educational Research in Mathematics - Vol. 29, No. 3, pp.425-452 | |

Abbreviation: JERM | |

ISSN: 2288-7733 (Print) 2288-8357 (Online) | |

Print publication date 31 Aug 2019 | |

Received 10 Jul 2019 Revised 12 Aug 2019 Accepted 16 Aug 2019 | |

DOI: https://doi.org/10.29275/jerm.2019.8.29.3.425 | |

Learning of Teacher Community through Designing of Mathematical Induction Tasks: A Case of a Co-learning Inquiry Community | |

Lee, Kyeonghwa ^{*} ; Seo, Minju^{**}^{, †} ; Lee, Eunjung^{***} ; Park, Mimi^{****} ; Song, Changgeun^{*****}
| |

*Professor, Center for Educational Research, Seoul National University, South Korea (khmath@snu.ac.kr) | |

**Graduate Student, Seoul National University, South Korea (ann3916@snu.ac.kr) | |

***Lecturer, Chuncheon National University of Education, South Korea (mymel13@hanmail.net) | |

****Lecturer, Korea National University of Education, South Korea (parkmimi27@gmail.com) | |

*****Graduate Student, Seoul National University, South Korea (riquelmes@snu.ac.kr) | |

Correspondence to : ^{†}Graduate Student, Seoul National University, South Korea, ann3916@snu.ac.kr | |

Funding Information ▼ |

Abstract

Mathematical induction has been known to be difficult topic for didactic transposition, especially for tasks designs, due to the formality of reasoning structures and expressions embedded in them. This study organized a co-learning inquiry community with teachers and researchers to overcome these difficulties and to lead the learning of teacher community. A series of activities consisting of tasks design, implementation, and reflection were conducted. Then the learning of teacher community was analyzed by describing which knowledge elements were developed. As a result, teacher community drew a proof-planning activity as a didactic strategy and designed tasks that enable students to recognize the recursibility of the proposition function as they rediscover the roles of inductive definitions of sequence and operations. Through this, teacher community developed the knowledge of the logical structure of mathematical induction, knowledge of students understanding and difficulties about learning mathematical induction, and knowledge of didactic strategies which support the learning process of mathematical induction.

Keywords: Mathematical induction, Tasks design, Co-learning inquiry community, Mathematical knowledge for teaching, Learning of teacher community |

Acknowledgments

이 연구는 2016년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2016S1A5A2A01024273)

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Submitting manuscripts for peer review as well as other correspondences can either be made via online by an email (ksesm@daum.net) or sending a mail at Secretariat of

Journal of Educational Research in Mathematics, #1305 Daewoo The'O Ville, 115 Hangang-daero, Yongsan-gu, Seoul, 04376, Republic of Korea (Tel: +82‐2‐797‐7780, Fax: +82‐2‐797‐7750).