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산술 평균에 대한 예비교사들의 개념화 분석

Pre-service Teachers' Conceptualization of Arithmetic Mean

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The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by “mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)”, “analog knowledge(fair-share, center-of-balance)”, and “statistical knowledge”. Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.

Abstract

The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by “mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)”, “analog knowledge(fair-share, center-of-balance)”, and “statistical knowledge”. Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.

참고문헌 (45)

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