The purpose of this thesis is to grasp the cause through having a face-to-face talk that high school students have trouble solving space figure, after analyzing errors and difficulties of space figure, which takes place in the problem solving procedures. In order to classify the type of mathematical...
The purpose of this thesis is to grasp the cause through having a face-to-face talk that high school students have trouble solving space figure, after analyzing errors and difficulties of space figure, which takes place in the problem solving procedures. In order to classify the type of mathematical errors, precedent study is referred. The cause of errors and difficulties is analyzed. Considering the specialty in the field of space figure, examination papers of 62 students are analyzed and the type of errors is classified, 4 out of whom are selected to have a personal interview. The type of errors is largely classified by three, detailed types of which are following; 1. Conceptual error - The angle between 2 lines on the skew position, the perpendicular of straight line and plane, the theorem of three perpendiculars, the misconception on the dihedral angle size, the fallacious orthogonal projection on the plane figure of space, the lack and misconception of previous course learning 2. Spatial reasoning - The error which occurs in the process of reasoning on the shape, size or structure, direction 3. The selection out of a fallacious strategy Examination papers are composed of 8 questions. I classified the type of errors to analyze the data which is responded each. Out of 8 questions, there are 202 wrong answers. Some of them are conceptual errors which numbers (41, 20.2%) only consist. The errors which take place in the process of spatial reasoning are (83, 41.1%) and the selections out of a fallacious strategy (53, 26.2%) are 136 (67.3%), which take up most of wrong answers out of the whole wrong answers. We can draw a following conclusion from the findings. First, Mathematical error of space figure problem, which is solved to be seen in the process of the type of error, is the conceptual error, and the error in the process of spatial reasoning. When it is classified to analyze the selection out of a fallacious strategy, the conceptual error usually appears in the process of spatial reasoning. Second, the error and cause of having trouble solving space figure questions are excessively to depend on the concept, which is the tendency of solving the problem. Like this, when we take a look at solving the space figure questions through examination and face-to-face talk, students attribute the error and cause to misconception or the lack of conception. The shape of space figure, direction, size is necessary for students to transform. However, they have hardly pay attention to it. That is because they neglect the part of spatial reasoning. It is thought that when we teach students, we need to emphasize the part of spatial reasoning ability.
The purpose of this thesis is to grasp the cause through having a face-to-face talk that high school students have trouble solving space figure, after analyzing errors and difficulties of space figure, which takes place in the problem solving procedures. In order to classify the type of mathematical errors, precedent study is referred. The cause of errors and difficulties is analyzed. Considering the specialty in the field of space figure, examination papers of 62 students are analyzed and the type of errors is classified, 4 out of whom are selected to have a personal interview. The type of errors is largely classified by three, detailed types of which are following; 1. Conceptual error - The angle between 2 lines on the skew position, the perpendicular of straight line and plane, the theorem of three perpendiculars, the misconception on the dihedral angle size, the fallacious orthogonal projection on the plane figure of space, the lack and misconception of previous course learning 2. Spatial reasoning - The error which occurs in the process of reasoning on the shape, size or structure, direction 3. The selection out of a fallacious strategy Examination papers are composed of 8 questions. I classified the type of errors to analyze the data which is responded each. Out of 8 questions, there are 202 wrong answers. Some of them are conceptual errors which numbers (41, 20.2%) only consist. The errors which take place in the process of spatial reasoning are (83, 41.1%) and the selections out of a fallacious strategy (53, 26.2%) are 136 (67.3%), which take up most of wrong answers out of the whole wrong answers. We can draw a following conclusion from the findings. First, Mathematical error of space figure problem, which is solved to be seen in the process of the type of error, is the conceptual error, and the error in the process of spatial reasoning. When it is classified to analyze the selection out of a fallacious strategy, the conceptual error usually appears in the process of spatial reasoning. Second, the error and cause of having trouble solving space figure questions are excessively to depend on the concept, which is the tendency of solving the problem. Like this, when we take a look at solving the space figure questions through examination and face-to-face talk, students attribute the error and cause to misconception or the lack of conception. The shape of space figure, direction, size is necessary for students to transform. However, they have hardly pay attention to it. That is because they neglect the part of spatial reasoning. It is thought that when we teach students, we need to emphasize the part of spatial reasoning ability.
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