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NTIS 바로가기학교수학 = School Mathematics, v.17 no.1, 2015년, pp.19 - 33
This study examined mathematics class using the CAS(Computer Algebra Systems, CAS) targeted for high school first grade students. We examined what kind of transforming of representations got up according to mathematics subject contents at this classroom. This study analyzed 15 math lessons during on...
핵심어 | 질문 | 논문에서 추출한 답변 |
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수학이라는 영역의 본질은 무엇과 밀접한 관련이 있는가? | 수학이라는 영역의 본질은 디지털 공학의 새로운 개발과 밀접한 관련을 가지고 있다. 학생의 측면에서 살펴보면 이러한 공학은 학생이 수학적 아이디어와 절차를 활용하고 사용하는 것을 이해하는데 도움을 줄 수 있다(Muis, Stephen, & James, 2008). | |
디지털 공학은 학생의 측면에서 어떻게 도움을 줄 수 있는가? | 수학이라는 영역의 본질은 디지털 공학의 새로운 개발과 밀접한 관련을 가지고 있다. 학생의 측면에서 살펴보면 이러한 공학은 학생이 수학적 아이디어와 절차를 활용하고 사용하는 것을 이해하는데 도움을 줄 수 있다(Muis, Stephen, & James, 2008). 공학과 교사와 관련하여 Goldenberg (2003)는 공학이 수학 교실에 도입됨으로써 교사는 전통적인 수학과 관련된 학습 내용에 대해 공학적 관점에서 살펴보고 이들 학습 내용에서 무엇을 버릴지에 대해 생각해 보아야 한다고 하였다. | |
표상은 어떻게 인식되어져 왔는가? | 수십 년 동안 수학교육 연구에서 표상은 지식과 이해의 상호작용을 돕는 유용한 도구로 생각해왔다. National Council of Teachers of Mathematics (NCTM, 2000)에서는 표상을 다섯 가지 과정 규준의 하나로 규정하면서 수학적 아이디어를 조직, 기록하며 그것들 사이에 상호작용을 돕기 위해 표상을 사용하고 만드는 활동과 문제를 해결하기 위해 수학적 표상을 선택, 적용, 변환하는 활동을 권장하고 있다. |
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