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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.385 - 406
The purpose of this study is to investigate the effect of mathematics classes focused on mathematical problem posing activities on 10th grade students' mathematics achievement and affective characteristics of mathematics. This study was conducted in a total of 45 regular mathematics classrooms with ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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문제제기의 역할은? | 미래 지능정보사회에서는 새로운 환경과 다양한 상황 속에서 의미 있는 문제를 발견하며, 다양한 지식을 통합하여 문제를 해결할 수 있는 역량이 더욱 중요해질 것이다. 문제해결의 통합적인 부분은 바로 문제제기에 있으며(Abu-Elwan,, 2002), 문제를 제기한다는 것은 학생들이 주어진 문제를 깊이 이해하도록 만들어주고 주어진 문제로부터 새로운 아이디어를 창출해내도록 도와준다(Brown & Walter, 2005). 이러한 시대적 요구에 걸맞게 수학교육 분야에서도 학생들의 문제해결 역량뿐 아니라 문제제기 역량의 중요성에 대해서 강조하고 있는 것을볼 수 있다. | |
문제제기 활동은 어떤 능력을 함양하는데 효과적인가? | 이에 따라 국내외에서 보다 활발하게 문제제기 활동에 대한 연구들이 수행되었 고, 여러 연구들을 통해 수학적 문제제기 활동의 다양한 교육적 효과가 보고되었다. 특히, 문제제기 활동은 학생 들의 문제해결력, 수학적 사고력 및 수학에 대한 정의적 특성을 긍정적인 방향으로 함양시키는데 효과적인 것으로 보고되었다. 그러나 이러한 교육적 효과에도 불구하고 여전히 학교 현장에서는 문제제기 활동 보다는 전통적인 문제풀이식 수업에 치중하고 있으며, 학생들은 수학 문제를 교사가 가르쳐 주는 대로 비판 없이 풀고, 이것이 수학 학습의 모든 것으로 여기고 있는 모습이 발견된다(이상원, 2005). | |
학교에서 문제제기 활동이 보다 적극적으로 이루어지지 못하는 이유를 교사 측면에서 보면 어떤 것이 있는가? | 학교 현장 에서 문제제기 활동이 보다 적극적으로 이루어지지 못하는 이유는 다양하겠지만, Suib, Rosli, & Capraro(2016) 의 연구로부터 크게 교사, 학생, 외적 요인의 3가지 측면에서 고려해 볼 수 있다. 교사 측면에서는 교사의 문제 제기 활동에 대한 이해, 기술, 경험의 부족이(예. 윤선아, 백석윤, 2010, 한혜숙, 최희선, 김성열, 이재영, 2017; 허난, 2011; Suib, Rosli, & Capraro, 2016), 학생의 측면에서는 문제제기 활동에 대한 기술, 경험, 학습역량(읽기, 쓰기 역량), 문제제기 활동에 대한 부정적인 태도(예. |
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