최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series C : Education of primary school mathematics, v.26 no.4, 2023년, pp.349 - 368
이예진 (서울잠전초등학교) , 최미라 (서울선사초등학교) , 김윤정 (서울화계초등학교) , 임미인 (서울교육대학교)
The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and ...
교육부(2019). 초등학교 수학 5-1. (주) 천재교육.
김희리, 김성준(2020). 초등학생의 최대공약수에 대한?이해 분석. 학습자중심교과교육연구, 20(9), 21-47.
방정숙, 이유진(2018). 최대공약수와 최소공배수를 구하는 과정에서 의미를 강조한 지도방안 탐색. 한국초등수학교육학회지, 22(3), 283-308.
손승현, 서유진, 이주영, 문주영(2011). 초등수학 사실적, 개념적, 절차적 지식 교수를 위한 증거기반 중재의 실제. 초등교육연구, 24(3), 217-245.
신은주, 이종희(2004). 모델링 과정에서 지각적, 인지적, 메타인지적 활동의 상호작용에 관한 사례연구.?학교수학, 6(2), 153-179.
이상덕, 김화수(2004). 약수의 관계적 이해에 관한 내용 연구 -스키마(Schema)를 중심으로-. 수학교육논문집, 18(1), 111-121.
장혜원, 최혜령, 강윤지, 김은혜(2019). 초등학교 저학년을 위한 수학적 모델링 과제 개발 및 적용 가능성 탐색. 한국초등수학교육학회지, 23(1), 93-117.
정혜윤, 이경화, 백도현, 정진호, 임경석(2018). 수학적?모델링 관점에 의한 수학과제 탐구 과목용 과제의?설계. 학교수학, 20(1), 149-169.
최지영, 강완(2003). 초등학교 수학 교과서에 나타난?약수와 배수 지도 방법 분석. 한국초등수학교육학회지, 7(1), 45-64.
Baroody, A.J., & Lai, M. (2007). Preschoolers'?understanding of the addition-subtraction inversion?principle: A Taiwanese study. Mathematical?Thinking and Learning, 9(2), 131-171.
Blum, W., & Leiss, D. (2007). How do students and?teachers deal with mathematical modelling?problems? The example sugarloaf and the?DISUM project. In C. Haines, P. L. Galbraith, W.?Blum, & S. Khan (Eds.), Mathematical?modelling (ICTMA 12): Education, engineering?and economics (pp. 222-231). Horwood.
Byrnes, J. P. (1992). The conceptual basis of?procedural learning. Cognitive Development, 7(2),?235-257.
Crooks, N. M., & Alibali, M. W. (2014). Defining?and measuring conceptual knowledge in?mathematics. Developmental Review, 34(4), 344-377. https://doi.org/10.1016/j.dr.2014.10.
Ferri, R. B. (2018). Learning how to teach?mathematical modeling in school and teacher?education. Springer Cham.
Hennig, C. (2010). Mathematical models and?reality: A constructivist perspective. Foundations?of Science, 15(1), 29-48.
Hiebert, J. (1986). Conceptual and procedural?knowledge: The case of mathematics. Erlbaum.
Hiebert, J., & Lefevre, P. (1986). Conceptual and?procedural knowledge in mathematics: an?introductory analysis. In J. Hiebert (Ed.),?Conceptual and procedural knowledge: The case?of mathematics (pp. 1-27). Erlbaum. G.
Lege, G. (2003). A Comparative case study of?contrasting instructional approaches applied to?the instruction of mathematical modeling.?Columbia University.
Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post,?T. (2000). Principles for developing?thought-revealing activities for students and?teachers. In A. Kelly, & R. Lesh (Eds.),?Research design in mathematics and science?education. (pp. 591-646). Lawrence Erlbaum?Associates.
Maass, K. (2007). Modelling in class: What do we?want the students to learn? In C. Haines, P.?Galbraith, W. Blum, S. Khan, & Mathematical?Modelling (Eds.), Education, engineering and?economics (pp. 65-78). Chichester: Horwood?Publishing.
Nahdi, D. S. & Jatisunda, M. G. (2020). Conceptual?understanding and procedural knowledge: A case?study on learning mathematics of fractional?material in elementary school. Journal of?Physics: Conference Series, 1477(4), 04237.?https://doi.org/10.1088/1742-6596/1477/4/042037.
National Research Council. (1989). Everybody?counts: A report to the nation on the future of?mathematics education. The National Academies?Press.
Nesher, P. (1986). Learning mathematics: A?cognitive perspective. American Psychologist,?41(10), 1114-1122.
Oswalt, S. (2012). Mathematical modeling in the?high school classroom. Louisiana State?University.
Rittle-Johnson, B., & Alibali, M. W. (1999).?Conceptual and procedural knowledge of?mathematics: Does one lead to the other??Journal of Educational Psychology, 91(1), 175-189.
Rittle-Johnson, B., & Koedinger, K. R. (2005).?Designing knowledge scaffolds to support?mathematical problem solving. Cognition and?Instruction, 23(3), 313-349.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W.?(2001). Developing conceptual understanding and?procedural skill in mathematics. An iterative?process. Journal of Educational Psychology,?93(2), 346-362.
Romberg, T. A. (1994). Classroom instruction that?fosters mathematical thinking an connections?between theory and practice. In A. H. Schoenfeld?(Ed.), Mathematical thinking and problem?solving (pp. 287-304). Erlbaum.
Soheil, S. & Naji, Q. (2021). Impact of the?mathematical modeling on conceptual understanding?among students' teachers. Journal of Southwest?Jiaotong University, 56(5), 538-551
Zulkarnaen, R. (2018). Why is mathematical?modeling so difficult for students? Proceedings?of the AIP Conference, 2021(1), 060026. AIP?Publishing LLC.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.