CAJ | 학술논문

本文以30节中美数学课堂为研究对象，从背景知识、表现形式、认知水平特征等方面对中美数学课堂中的数学任务进行比较。研究发现：中国课堂中的数学任务数量比美国多，倾向于解决纯数学类任务，美国课堂倾向于解决实际生活问题；中国课堂中的练习类任务占比例最大，且多为“无联系的程序型”，美国课堂中的学习任务占比例最大。
본문이30절중미수학과당위연구대상，종배경지식、표현형식、인지수평특정등방면대중미수학과당중적수학임무진행비교。연구발현：중국과당중적수학임무수량비미국다，경향우해결순수학류임무，미국과당경향우해결실제생활문제；중국과당중적연습류임무점비례최대，차다위“무련계적정서형”，미국과당중적학습임무점비례최대。
The purpose of this study was to compare mathematical task features between Chinese and Ameri- can mathematics teaching from three aspects such as using ＂real life＂ background knowledge, the task presenta- tion forms, and cognitive level of tasks. The research samples are high quality instructions recorded in China and U.S. There are more mathematical tasks in Chinese classrooms than those of U.S. but they are more likely the pure mathematical tasks. There are more solving ＂real life＂ tasks in U.S classroom. As for the task presentation forms, most of the tasks in Chinese classrooms are ＂exercising tasks＂, but in U.S., the majority of the tasks are ＂learning tasks＂. All the ＂learning tasks＂ in two countries have high level cognitive demand,the ＂exercising tasks＂ in U.S. classrooms also have the high level demand, while the ＂exercising tasks＂ in China classrooms are have low level demand.