Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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A Study on the Meaning of Reflection and Meta-Cognition in Mathematics Education

반성과 메타인지의 의미에 대한 고찰

  • Received : 2018.10.08
  • Accepted : 2019.01.14
  • Published : 2019.02.15
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Abstract

Reflection and Meta-Cognition became the centered interest as main subjects of the mathematics education studies together with problem solving education in the 1980s. And lots of researches who have concerned with them have been even progressed actively. But, the concept of the reflection and particularly meta-cognition has been pointed out continually because of its ambiguity and uncertainty. There is almost no researches intended to reveal the concept itself. Although the status of the reflection and/or meta-cognition in mathematics education. Therefore, it is significant at this point in time that the work of examining the concept of the reflection and meta-cognition be accomplished. By this reason, this study tried to examine and find out the essential nature of the concept of reflection and meta-cognition in aspects of mathematics education.

반성적 사고와 메타인지는 학생들의 수학적 사고력 향상에 핵심적인 역할을 한다고 하여도 과언이 아니다. 특히, Schoenfeld(1987)는 메타인지라는 용어에 대해 수학 교사들이 나타낸 반응을 소개하면서 메타인지란 연구자를 위한 전문어일 뿐이며 연구자가 아닌 입장에서 메타인지는 종잡을 수 없는 전문 용어라고 하였다. 이는 메타인지 개념의 불명확성을 나타내고 있다고 하겠다. 따라서 수학교육에서의 반성과 메타인지에 대한 의미를 탐색해 보는 것은 의미 있는 일일 것이다. 본 연구에서는 주요 수학 교수 학습론에서의 반성의 의미를 살펴보고, 또 메타인지의 의미와 역할을 살펴보고 문제 해결 과정에서의 반성과 메타인지를 결부시켜 모색해 봄으로써 궁극적으로 반성과 메타인지에 관한 이해를 도모해 보고자 하였다.

Keywords

SHGHFM_2019_v33n1_35_f0001.png 이미지

[그림 Ⅱ-1] 지식 구조 형성과 검증을 위한 지휘 체계(황혜정 외, 2016)

SHGHFM_2019_v33n1_35_f0002.png 이미지

[그림 Ⅲ-1] 메타인지의 개념

SHGHFM_2019_v33n1_35_f0003.png 이미지

[그림 Ⅵ-1] 문제 해결 과정에서 반성과 메타인지의 역할

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