초록

AI-Helper

본 연구는 수학과목 학습이 부진하고, 특히 함수식과 그래프의 관계에 대한 이해가 부족한 특성화 고등학생들을 대상으로 학생들에게 친숙한 엑셀 프로그램을 사용하여 지도한 효과를 살펴보았다. 엑셀의 식, 표, 그래프를 한 화면에 담을 수 있는 기능과 스크롤바를 이용하여 그래프를 움직이는 기능이 주로 사용되었다. 함수개념을 과정관점과 대상관점으로 나누고, 함수 표상을 표, 식, 그래프로 나누었을 때 학생들이 지도를 통하여 표상 내에서 또는 관점 간 유연한 전환이 일어나는 것을 목표로 지도하였고 긍정적인 효과가 나타났다. 실험은 특성화 고등학교 2학년 학생 5명을 대상으로 5일간 컴퓨터실에서 실시되었다. 학생들에 대한 진단평가를 토대로 중학교 수준의 함수와 그래프를 엑셀을 이용해서 지도하였다. 학생들에게는 엑셀파일이 제공되었고, 학생들은 수업 중에 실제 조작해보고 조작결과를 배포된 활동지에 적고 함께 토론하는 방식으로 수업을 진행하였다.

Abstract ▼ AI-Helper

The purpose of this study is to analyze how the teaching activities which used EXCEL influence the specialized high school underachieved students. They have difficulties in making use of various representations for better understanding of function. EXCEL is helpful for learning function because it e...

The purpose of this study is to analyze how the teaching activities which used EXCEL influence the specialized high school underachieved students. They have difficulties in making use of various representations for better understanding of function. EXCEL is helpful for learning function because it enables the students to use real life materials in math learning as well as formulates Tabular, Algebraic and Graphical which represent function. Furthermore, the students in specialized high school also have the experience of using EXCEL while studying other subjects. For that reason they have no burdens and fears on using EXCEL in learning activities. Utilizing EXCEL in the classroom gives an expectation that it helps to have interests on studying function and prepare for the next learning in the end. Research classes were conducted in a group of five students who have different hopes of career and a variety of mathematical interests. Though the students couldn't transfer Algebraic to Graphical in the diagnostic evaluation, they could resolve the problem of connections between Graphical, Tabular and Algebraic in the process perspectives, and could also express graphical representation by linking object perspectives with process perspectives. Therefore, they solved the connection problem of Tabular, Algebraic and Graphical in the object perspectives. As a result, the students could make transitions between Algebraic and Graphical in object perspectives through the classes applying EXCEL. Consequently, teaching the students with underachievement utilizing EXCEL enables them to recover their interests on math and it helps them to complete their following curriculum.

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