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Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.30 no.1, 2016년, pp.23 - 46
강정기 (김해대곡중학교)
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This study is aimed to implement a preferred generalization classes for gifted students. By designing and applying the generalization lesson using GSP, we tried to investigate the characteristics on the class. To do this, we designed a lesson on generalization of Viviani theorem and applied to 13 8t...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 융통성이란 무엇인가? | 왜냐하면 일반화는 수학적 창의성을 구성하는 요소 중 융통성과 직접 닿아 있기 때문이다. 융통성은 고정된 사고를 극복하고 서로 다른 범주의 반응과 아이디어를 낼 수 있는 능력(신승윤·류성림, 2014)으로, 현재의 사고에서 보다 확장된 사고로의 이동을 지향 하는 일반화의 속성과 닮아 있다. 따라서 영재 학생을 대상으로 일반화의 경험을 갖게 하는 것은 중요하며, 이와 관련한 몇몇 시도가 있었다(이헌수·이광호, 2012; 최병훈·방정숙, 2012). | |
| GSP는 어떻게 활용할 수 있는가? | 대표적인 프로그램으로 GSP나 Cabri 3D가 개발되었으며, 이들은 학생 중심의 탐구 활동이 주가 되는 교수·학습 방식의 변화를 야기하였다(손홍찬, 2011). 특히 GSP의 경우 유클리드 평면 기하에서 학생들의 추론에 대한 즉각적인 피드백을 가능하게 함으로써, 새로운 수학적 사실을 학생 스스로 발견할 수 있는 추론의 도구로 활용 가능하다. | |
| 국내 영재교육기관은 어떻게 구분되는가? | 국내 영재교육기관은 크게 3가지로 구분된다. 교육감 관할의 영재학급, 교육청·대학에서 운영하는 영재교육원, 고교생 이상에게 영재교육을 실시하는 기관으로 정부에서 운영하는 영재학교가 있다. |
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