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NTIS 바로가기數學敎育學硏究 = Journal of educational research in mathematics, v.25 no.4, 2015년, pp.717 - 754
As a design research, this study aims to identify students' collaborative problems solving patterns using the Wiki and design factors triggering MKB(mathematical knowledge building) in virtual environment. For 70 days, 14 Korean secondary gifted students, who enrolled in calculus II courses in one o...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
집합적 심적 공간이란? | • 집합적 심적 공간(CMS : Collective Mental Space) : 공유되는 세계와 사적 세계로 구성된 공간. MKB활동에 참여할 때 개인은 공유되는 세계에 시간, 노력, 이해 방식, 개인의 수학적 배경 지식 등의 자원을 가지고 오며 이러한 자원이 공유되는 공간에 반영될 때 공유되는 공간내의 지적풍경은 변화된다. | |
거시적 수준에서 학교수학적 지식의 성장은 무엇을 반영하는가? | • 학교수학적 지식의 성장 : 거시적 수준에서 학교수학적 지식의 성장은 수학의 발전, 정책의 변화, 수학교육 연구 결과 등을 반영한다. 미시적 수준에서 학교수학적 지식의 성장은 CoI의 교수-학습 과정에서의 산물이 양적으로 증가할 뿐만 아니라 질적으로도 개선되는 것을 의미한다. | |
오류가 실재를 조직하는 힘이라는 관점에서 이뤄지는 실험이 학생들에게 주는 경험은? | 본 실험은 ‘오류가 실재를 조직하는 힘’이라는 관점에서(Thom, 1992), 제1유형의 ECS, 제2유형의 ECS, ICS의 순서로 3단계에 걸쳐 지적풍경을 변화시키는 방식으로 이루어진다. 이를 통해 학생들은 오류주의적 관점에서 공유되는 세계 내의 작품을 가정, 수단, 전략, 추측, 일반화의 대상으로 간주하고 비판적이고 반성적인 활동을 수행함과 동시에MKB과정에서의 책임감과 같은 수학적 지식의 사회적 측면을 인식하게 됨으로써 학교수학적 지식의성장을 경험한다. 제1단계의 제1유형의 ECS를 제공하는 문제는 명백한 오류가 포함된 풀이를 제시하고 오류가 발생하는 곳을 찾는 토론활동을 수행하도록 한다. |
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