CAJ | 학술논문

利用数学教学认识信念二维结构量表，研究职业院校不同教龄段数学教师数学教学认识信念各个维度的情态及认识信念之间的差异性，并分析认识信念的倾向性。不同教龄段教师对13个维度的认识有共性，但差异性明显，且同一教龄段教师对同一维度的认识也呈发散情形。职业院校数学教师的数学认识信念偏向于传统客观主义数学观，教学认识信念偏向于现代相对主义教学观。数学教学认识信念和教龄存在一定程度的相关性。
이용수학교학인식신념이유결구량표，연구직업원교불동교령단수학교사수학교학인식신념각개유도적정태급인식신념지간적차이성，병분석인식신념적경향성。불동교령단교사대13개유도적인식유공성，단차이성명현，차동일교령단교사대동일유도적인식야정발산정형。직업원교수학교사적수학인식신념편향우전통객관주의수학관，교학인식신념편향우현대상대주의교학관。수학교학인식신념화교령존재일정정도적상관성。
Using two dimension disposition scale of epistemic belief about mathematics pedagogy, Researching every dimension’ modality of mathematics teachers’ mathematics pedagogy and the differences of epistemic belief between belief different teaching age period. Teachers’ understanding of 13 dimensions has Similar view, but differences obviously, and teachers’ understanding has divergent situation about the same dimension in same teaching age period. Mathematics teachers’ mathematical epistemic belief prefers to the traditional objectivist view, pedagogy epistemic belief prefers to the modern relativism teaching view. There is a certain degree of correlation in epistemic belief about mathematics pedagogy and teaching age.