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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.53 no.2, 2014년, pp.275 - 290
This study investigated the types of the 3D geometric thinking and spatial reasoning through the observation of the 2D representing activities for representing the 3D geometrical objects with preservice secondary mathematics teachers. For this purpose, the 43 sophomoric students in college of educat...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
3차원 기하 사고란 무엇인가? | 3차원 기하 사고란 3차원 입체를 2차원 도형으로 표상하고 입체와 그것의 요소들을 설명하는 능력이나 정육 면체 배열을 구성하고 입체의 부피와 겉넓이를 계산하거나 3차원 도형의 성질을 비교하는 능력이다(NCTM, 2000). 3차원 기하 사고 중 3차원 도형을 2차원으로 표상하는 능력은 학생들의 시각적 이미지를 분석하고 연합하는 능력과 직접적으로 관련이 있다. | |
기하 추론은 무엇이 요구되는가? | 이러한 네트워크는 물리적, 가상적 공간 환경을 분석하고 개념화하는데 사용된다(Battista, 2007). 특히, 기하 추론은 도형의 모양과 공간을 알아보기 위해 형식적인 개념 체계의 사용이 요구된다. 예를 들어 수학자들은 삼각형과 사각형을 정의하고 종류를 나누기 위해 도형의 성질에 관한 개념 체계를 사용한다. | |
기하와 공간적 사고와 관련된 대상을 5가지 유형으로 구분하면 어떻게 되는가? | 이러한 여러 연구자들의 기하 대상의 구분을 통합하여 Battista(2007)는 기하와 공간적 사고와 관련된 대상을 5가지 유형으로 구분하였다. 그 다섯 가지는 물리적 대상, 감각적 대상, 지각적 대상, 개념적 대상, 개념 정의이다. 물리적 대상은 상자, 공, 그림, 문, 컴퓨터 프로그램으로 만들어진 figure과 같은 물리적 대상들이다. |
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