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Article

전자저널 논문

2019; 29(4): 453-479

Published online November 30, 2019 https://doi.org/10.29275/jerm.2019.11.29.4.453

Copyright © Korea Society of Education Studies in Mathematics.

Three Tensions in Designing Tasks on Statistical Inference

Three Tensions in Designing Tasks on Statistical Inference

Song, Chang-Geun, Seo, Minju, Jun, Hyejin, Lee, Eunjung, Park, Mimi, Lee, Kyeonghwa

Abstract

This study investigated tensions in designing tasks on statistical inference. In previous studies, tensions in teaching practices have been mainly described in terms of multiple and sometimes contradicting goals or responsibilities of individual teachers. However, the institutional conditions which govern tensions were less discussed in the literature. In this study, we broaden the concept of tensions based on Anthropological Theory of Didactics to interpret tensions as institutional phenomenon. Also, we induce a model of tensions in designing tasks by the expanded concept of tensions. Tensions in task design of co-learning inquiry community of teachers and researchers were analyzed based on the model. Results show that designing tasks on statistical inference was influenced by three main tensions among mathematics in academics, mathematics in educational systems, and mathematics in classrooms.

KeywordsTensions,Anthropological Theory of Didactics,Praxeology,Co-learning agreements,Statistical Inference,긴장,인류학적 교수이론,프락시올로지,연구자와 교사의 공동학습,통계적 추정

Journal Info

Korea Society of Education Studies in Mathematics

Vol.31 No.3
2019-11-30

pISSN 2288-7733
eISSN 2288-8357

Frequency : Quarterly

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