미적분학의 기본정리에 의한 정적분 도입에 대한 고찰: 내용전문가와 학교 현장 교사의 인식을 중심으로

Abstract

This study analyzed the mathematical academic perspective and the actual status of the school field on the introduction of a definite integral as a 'Fundamental Theorem of Calculus' in the 2015 revised mathematics curriculum. Therefore, in order to investigate the mathematical academic perspective and the actual status of the school field, a study was conducted with 12 professors majoring in mathematical analysis and 36 teachers. From a mathematical academic point of view, professors majoring in mathematical analysis said that introducing a definite integral as a 'Fundamental Theorem of Calculus' in the 2015 revised mathematics curriculum was difficult to significantly represent the essence and meaning of the definite integral. In addition, in the actual status of the school field, teachers recognize the need for a relationship between a definite integral and the area of a figure, but when a definite integral is introduced as a 'Fundamental Theorem of Calculus', students find it difficult to recognize the relationship between the definite integral and the area of a figure. As the 2022 revised curriculum, which will be implemented later, introduces definite integrals as a ‘Fundamental Theorem of Calculus’ this study can consider implications for the introduction and guidance of static integrals. And, this study proposed a follow-up study on an effective teaching and learning method that can relate the definite integral to the area of the figure when introducing the definite integral as the ‘Fundamental Theorem of Calculus’ and on various visual tools and media.