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NTIS 바로가기East Asian mathematical journal, v.36 no.2, 2020년, pp.173 - 201
김연
Mathematical modeling has been emphasized because it offers important opportunities for students to both apply their learning of mathematics to a situation and to explore the mathematics involved in the context of the situation. However, unlike its importance, mathematical modeling has not been grou...
핵심어 | 질문 | 논문에서 추출한 답변 |
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우리나라 2015 개정 수학 교육과정에서 정의한 수학적 모델링이란? | Common Core State Standards for Mathematics(이하, CCSSM)는 수학적으로 능숙한 사람은 일상, 직장 또는 사회에서 발생하는 문제에 수학을 적용하여 해결하려는 태도를 보이고 있다고 설명하는데(National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), 수학적 모델링은 학생들이 그러한 면모를 기를 기회를 제공한다. 우리나라 2015 개정 수학 교육과정은 문제 해결 역량 중 한 가지로 수학적 모델링을 포함하고 있으며, “실생활 문제 상황을 수학적으로 나타내고 분석하여 결론을 도출하고 이를 상황에 맞게 해석하는 능력”으로 정의하고 있다(박경미 외, 2015, p. 40). | |
해석적 시스템을 통해 정체성이 형성되는 과정에서 중요한 것은? | Gee(2000)에 따르면, 우리가 우리 자신을 해석하는 방식과 다른 사람들에 의해 우리가 인식되는 방식이 해석적 시스템에 영향을 미치는데, 그러한 해석적 시스템을 통해 정체성이 형성된다. 이러한 과정에 지식과 정체성 간의 상호작용도 중요하다. 정체성은 어느 상황에 이루어지는 담화 또는 공동체의 일부로 간주되는 담화를 통해 개발되는데, 신념과 가치의 시스템으로서 담화는 사회적 관행에 존재하고 언어를 통해 발현된다. | |
CCSSM은 수학적 모델링의 과정을 어떻게 구분하는가? | CCSSM은 수학적 모델링의 과정을 가정 만들기, 변수의 선정 및 수량화와 표상하기, 변수 간의 관계 파악하기, 마지막으로 수학적 결과 해석하고 반성하기 등 네 단계로 구분한다. 또한, 수학적 모델링은 ‘복잡한 상황’을 다루는 것을 전제함으로써, 기존의 전형적인 수학 문제의 이용을 배제한다는 것을 의미한다. |
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