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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series C : Education of primary school mathematics, v.22 no.4, 2019년, pp.281 - 294
The purpose of this study is to analyze errors and treatment behavior during the course of mathematics learning of academic achievement by applying reflective activities in the second semester of the third year of elementary school. The study participants are students from two classes, 21 from the t...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
수포자라는 말이 널리 쓰이게 된 이유는? | 최근 수학을 공부하는 학생들 사이에서 ‘수포자(수학을 포기한 자의 줄임말)’라는 말이 널리 쓰이고 있다. 이는 수학은 언젠가 포기할 수밖에 없는 어려운 과목이라는 학생들의 인식이 반영된 결과이다. 2015년의 TIMSS(Trends in International Mathematics and Science Study)의 수학 시험 결과를 보면 우리나라 초등학교 4학년 학생의 수학에 대한 정의적 태도가 국제 평균에 비해 낮다(한국교육과정평가원, 2017a). | |
오류(誤謬)란? | 오류(誤謬)는 바른 것과 참의 반대말로 국립국어원에 따르면 ‘그릇되어 이치에 맞지 않는 일’. ‘사유의 혼란, 감정적인 동기 때문에 논리적 규칙을 소홀히 함으로써 저지르게 되는 바르지 못한 추리’의 의미로 사용되고 있다. 교육이 인간의 불완전성과 개선 가능성에 대한 믿음을 전제로 이루어지는 활동이라는 점에서 불완전성이 나타나는 오류는 교육적으로 의미가 있다(김부미, 2005). | |
사칙연산 중 곱셈은 초등학교 2학년 수학에서 어떻게 가르치나? | 사칙연산 중 곱셈은 초등학교 2학년 수학에서 곱셈 구구로 학습을 시작하여 점차 두 자리 수와 세 자리 수의 곱셈으로 확대하여 학습한다. 초등학교 3학년 2학기의 곱셈은 곱하는 수가 두 자리 수인 곱셈을 학습하며 곱셈 능력을 완성한다. |
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