수학 문제해결 과정에서 학습행위 형성 수준에 대한 연구
A study on learning action formation levels in the process of mathematics problem solving
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In this paper, we summarize briefly some of the most salient features of Repkina & Zaika's theory oflearning action formation levels. We concretize Repkina & Zaika's theory by comparing various points of viewof Uoo, Polya, Krutetskii, and Davydov et al. In this study we are able to diagnose students' learning actionformation levels in the process of mathematics problem solving. In addition we use interview method to collectvarious information about students' levels. As a result we suggest data related with each level of learningaction formation, and characteristics of students who belong to each level of learning action formation.
Abstract
In this paper, we summarize briefly some of the most salient features of Repkina & Zaika's theory oflearning action formation levels. We concretize Repkina & Zaika's theory by comparing various points of viewof Uoo, Polya, Krutetskii, and Davydov et al. In this study we are able to diagnose students' learning actionformation levels in the process of mathematics problem solving. In addition we use interview method to collectvarious information about students' levels. As a result we suggest data related with each level of learningaction formation, and characteristics of students who belong to each level of learning action formation.
참고문헌 (20)
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