수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의

@article{ART001608312},
author={ 백석윤 },
title={수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의},
journal={한국초등교육},
issn={1976-698X},
year={2008},
volume={18},
number={2},
pages={51-62},
doi={10.20972/kjee.18.2.200801.51},
url={http://dx.doi.org/10.20972/kjee.18.2.200801.51}

TY - JOUR
AU - 백석윤
TI - 수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의
T2 - 한국초등교육
PY - 2008
VL - 18
IS - 2
PB - 서울교육대학교 초등교육연구원
SP - 51-62
SN - 1976-698X
AB - In this paper I, from a poststructuralist perspective, tried to investigate how the poststruturalist's view unclose the practice and research aspects of teaching and learning in mathematics. For this purpose, I tried to explore how mathematical knowledge and learner's identities are produced in teaching and learning interactions through the discoursive activities occurring among the teachers and students in mathematics classroom. This postmodernist's perspective is not yet broadly accepted as methodology for the practice and research among mathematics educational society, but I think it comes to explore the meaningful and new possibilities that present themselves at least when we dissolute and revise the taken for granted assumptions of a rational, freely choosing humanist subject.
KW - 포스트모더니즘(postmodernism), 탈구조주의(poststructuralism), 담화(discourse), 과정(process), 정체성(identities), 수학교육(mathematics education)
DO - 10.20972/kjee.18.2.200801.51
UR - http://dx.doi.org/10.20972/kjee.18.2.200801.51
ER -

백석윤 (2008). 수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의. 한국초등교육, 18( 2), 51- 62.

백석윤 . 2008, “수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의”, 한국초등교육, vol. 18, no. 2, pp. 51-62. Available from: doi:10.20972/kjee.18.2.200801.51

백석윤 “수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의” 한국초등교육 18.2 pp. 51-62 (2008): 51.

백석윤 . 수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의 한국초등교육 [Internet]. 2008; 18( 2), : 51-62. Available from: doi:10.20972/kjee.18.2.200801.51

백석윤 . “수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의” 한국초등교육 18, no.2 (2008): 51-62. doi: 10.20972/kjee.18.2.200801.51

홈 권호 목록 논문 목록 논문 상세

수학교육의 실천과 연구를 위한 의미있는 시각: 탈구조주의

한국초등교육

약어 : -

2008, vol.18, no.2, pp.51 - 62

DOI : 10.20972/kjee.18.2.200801.51

발행기관 : 서울교육대학교 초등교육연구원

연구분야 : 교육학

백석윤¹

¹서울교육대학교

인용한 논문 수 : 2 서지 간략 보기

초록

In this paper I, from a poststructuralist perspective, tried to investigate how the poststruturalist's view unclose the practice and research aspects of teaching and learning in mathematics. For this purpose, I tried to explore how mathematical knowledge and learner's identities are produced in teaching and learning interactions through the discoursive activities occurring among the teachers and students in mathematics classroom. This postmodernist's perspective is not yet broadly accepted as methodology for the practice and research among mathematics educational society, but I think it comes to explore the meaningful and new possibilities that present themselves at least when we dissolute and revise the taken for granted assumptions of a rational, freely choosing humanist subject.

키워드

포스트모더니즘(postmodernism), 탈구조주의(poststructuralism), 담화(discourse), 과정(process), 정체성(identities), 수학교육(mathematics education)

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