‘몇 시 몇 분 전’으로 시각 읽기에 얽힌 수학적 활동의 탐색

Exploring Doing Mathematics Interwoven within Relative Time Reading

이 연구는 용어의 사용과 도구를 통하여 상대시각 읽기에 얽힌 수학적 활동을 탐색한다. 이를 위하여 초등학교 3학년 126명을 대상으로 시각 읽기 검사 및 개별 면담을 실시하였다. 그 결과, ‘전’이라는 용어 사용에 내포된 수학적 활동을 밝히고, 서로 다른 표상 체계를 반영하는 도구인 아날로그 시계와 디지털 시계의 구조적인 특성이 수학적 활동에 반영됨을 확인하였다.

This article arose from the question ‘how can the relative time reading be regarded as doing mathematics?’ To answer the question, I explored the interplay of time words relative time reading and mediation of tools which reflect two different time representational systems from a sociocultural description on learning that includes explicit treatments of word meaning and use. I conducted the clock reading test with 126 3rd graders and interviews with students who proved their ability for reading time in a relative way. The findings were as follows: (1) Participating students were approaching the relative time reading in a different manner as absolute time reading. The differences in performance upon tools were also identified. (2) Students were endorsing various mathematical narratives to read time in a relative way. (3) Errors in the relative time reading were related to the structural properties of time tools. Draw on the finding, the word 전(jeon) in relative time reading is dynamically interwoven with doing mathematics and interacting with tools reflect representational systems. The fact that the use and meaning of words become doing mathematics indicates that words themselves are dynamically interwoven with activity. The meaning of doing mathematics mediated by tool properties which are possible only in time learning and implications for the chance to increase mathematical learning opportunities in time contents in elementary mathematics were discussed.