기하 증명에서 중학생들의 시각의존적 비약 인식에 대한 연구
A Study on Secondary School Student's Recognition of Vision-dependent Jump in the Geometry Proof
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Although a figure expression has a role of mediator in the geometry proof, it is not admitted to prove based on a vision-dependent feature. This study starts from the problem that although a figure expression has an important role in the geometry proof, a lot of students don't understand the limit of vision-dependent feature in the figure expression. We will investigate this problem to understand cognitive characteristic of students. Moreover, we try to get the didactical implications. To do this, we investigate the cognitive ability for a limit of vision-dependent feature, targeting a class of middle school seniors And we will have a personal interview with four students who show a lack of sense of limit of vision-dependent feature in the figure expression and two students for who it is difficult to judge that they don't understand the limit of vision-dependent feature in the figure expression. We will observe and analyzed the cognitive characteristic of six students. Based on the analysis, we will finally discuss on the didactical implications to help students understand the limit of vision-dependent feature in the figure expression.
Abstract
Although a figure expression has a role of mediator in the geometry proof, it is not admitted to prove based on a vision-dependent feature. This study starts from the problem that although a figure expression has an important role in the geometry proof, a lot of students don't understand the limit of vision-dependent feature in the figure expression. We will investigate this problem to understand cognitive characteristic of students. Moreover, we try to get the didactical implications. To do this, we investigate the cognitive ability for a limit of vision-dependent feature, targeting a class of middle school seniors And we will have a personal interview with four students who show a lack of sense of limit of vision-dependent feature in the figure expression and two students for who it is difficult to judge that they don't understand the limit of vision-dependent feature in the figure expression. We will observe and analyzed the cognitive characteristic of six students. Based on the analysis, we will finally discuss on the didactical implications to help students understand the limit of vision-dependent feature in the figure expression.
참고문헌 (14)
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