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Article

전자저널 논문

2019; 29(4): 551-575

Published online November 30, 2019 https://doi.org/10.29275/jerm.2019.11.29.4.551

Copyright © Korea Society of Education Studies in Mathematics.

Prospective Elementary Mathematics Teachers’ Difficulties on Textbook Task Modification: Focusing on Fraction Tasks

초등 예비교사들이 수학 과제 변형에서 겪는 어려움에 대한 사례 연구: 분수 과제를 중심으로

박진형

Abstract

This study aims to analyze prospective elementary mathematics teachers’ textbook task modification and identify their difficulties. We identified prospective teachers’ difficulties in modifying visual models, questions, contexts of fraction tasks, systems of fraction tasks, and various meanings of fractions. We conducted semi-structured interviews amongst the prospective teachers to identify their difficulties. As a result, we found prospective teachers’ several difficulties with regard to task modification and identified their difficulties in the process of discerning differences between the mathematical processes and objects as well as clarifying differences in meanings among similar representations.

Keywords분수 나눗셈 과제 변형,초등 예비교사,전문성 개발,Fraction division task,Task modification,Prospective elementary teachers,Professional development

Journal Info

Korea Society of Education Studies in Mathematics

Vol.32 No.2
2019-11-30

pISSN 2288-7733
eISSN 2288-8357

Frequency : Quarterly

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