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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.32 no.3, 2018년, pp.275 - 296
The purpose of this study is to investigate the change of gaze and the change of the proof learning achievement after learning the analytic method for proof to mathematical gifted students using eye tracking technique. In order to complete the purpose of this study, a mixed method research was used,...
핵심어 | 질문 | 논문에서 추출한 답변 |
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분석법은 어떤 절차로 진행되는가? | 파푸스는 분석법과 종합법에 대해 다음과 같이 말하고 있다. 분석법에서는 증명해야 할 것을 참인 것처럼 가정한 후 이것이 선행하는 어떤 것으로부터 유도될 수 있는가를 묻고 다시 그 선행자의 선행자는 무엇인가 묻기를 계속하여, 결국 이미 알려져 있거나 참인 것으로 가정한 것에 이르게 된다. 이러한 절차를 ‘분석’, ‘거꾸로 풀기’ 또는 ‘역행적 추론’이라고 부른다. | |
시선추적기법으로 무엇을 알 수 있는가? | , 2011). 시선추적기법은 연구 방법에 대한 과학성과 객관성을 확보할 수 있고 의식적인 안구운동 뿐만 아니라 무의식적인 안구운동을 파악할 수 있기 때문에 연구 참여자의 습관화된 행동을 분석할 수 있다. 또한 적외선을 연구 참여자의 눈에 조사하여 동공의 중심위치를 추적하기 때문에 비침습적이며 다른 신경과학 연구방법에 비해 높은 안전성을 갖고 있다(신원섭, 2016). | |
분석법이 제안된 배경은 무엇인가? | NCTM(2000)에 의하면 수학적 추론과 증명을 수학의 가장 근본적인 측면으로 인식할 수 있으며 2015 개정교육과정에서도 6가지 수학교육역량 중 추론을 두어 수학적 사실을 추측하고 논리적으로 분석하고 정당화하며 그 과정을 반성하는 능력을 강조하고 있다(교육부, 2015). 하지만 대다수의 학생들은 증명을 어려워할 뿐만 아니라 실험, 실측의 방법으로 증명을 대체할 수 있다고 생각하며 증명의 의의에 대해서도 의문을 품고 있다(류성림, 1998). 또한 증명을 학습한 이후에도 증명을 제대로 수행할 수 없음이 여러 선행연구에서 보고되었고(Fischbein Kedem, 1982; Senk, 1985; Healy & Hoyles, 2000), 이에 대한 대안 중 하나로 분석법이 제안되어 왔다(강문봉, 1992; 나귀수, 1998; 우정호, 2000; Polya, 1971). |
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