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안내된 재발명을 포함한 탐구-중심 수업이 학생들의 수학적 활동에 미치는 영향에 관한 사례연구

A case study of the impact of inquiry-oriented instruction with guided reinvention on students’ mathematical activities

김익표
한국수학교육학회|2010.05|수학교육 (The Mathematical Education)|제49권 제2호|pp. 223-246

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참고문헌

키워드

Zone of proximal development안내된 재발명개연적 추론근접발달 영역탐구-중심 수업탐구-중심 수업 모델Plausible reasoningGuided reinventionInquiry-oriented instructionInquiry-oriented instruction model

초록

Goos(2004) introduced educational researchers’ demand for change on the way that mathematics is taught in schools and the series of curriculum documents produced by the National council of Teachers of Mathematics. The documents have placed emphasis on the processes of problem solving, reasoning, and communication. In Korea, the national curriculum documents have also placed increased emphasis on mathematical activities such as reasoning and communication(1997, 2007). The purpose of this study is to analyze the impact of inquiry-oriented instruction with guided reinvention on students’ mathematical activities containing communication and reasoning for science high school students. In this paper, we introduce an inquiry-oriented instruction containing Polya’s plausible reasoning, Freudenthal’s guided reinvention, Forman’s sociocultural approach of learning, and Vygotsky’s zone of proximal development. We analyze the impact of mathematical findings from inquiry-oriented instruction on students’ mathematical activities containing communication and reasoning

Abstract

Goos(2004) introduced educational researchers’ demand for change on the way that mathematics is taught in schools and the series of curriculum documents produced by the National council of Teachers of Mathematics. The documents have placed emphasis on the processes of problem solving, reasoning, and communication. In Korea, the national curriculum documents have also placed increased emphasis on mathematical activities such as reasoning and communication(1997, 2007). The purpose of this study is to analyze the impact of inquiry-oriented instruction with guided reinvention on students’ mathematical activities containing communication and reasoning for science high school students. In this paper, we introduce an inquiry-oriented instruction containing Polya’s plausible reasoning, Freudenthal’s guided reinvention, Forman’s sociocultural approach of learning, and Vygotsky’s zone of proximal development. We analyze the impact of mathematical findings from inquiry-oriented instruction on students’ mathematical activities containing communication and reasoning

참고문헌 (38)

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관련 논문AI추천

Freudenthal의 안내된 재발명 원리를 적용한 증명 지도 방안에 대한 연구문수진, 한혜숙한국수학교육학회 · 수학교육 논문집2009 · 제23권 제1호학생 사고기반 수학 수업의 특징과 그 실제이선영, 한선영한국수학교육학회 · 수학교육 논문집2021 · 제35권 제1호교구를 활용한 탐구기반 외심 학습강윤수, 최수경한국수학교육학회 · 수학교육2017 · 제56권 제3호학교수학에서 추측과 문제제기 중심의 수학적 탐구 활동 설계하기도종훈한국수학교육학회 · 수학교육2007 · 제46권 제1호수학 수업의 일부 국면에 나타나는 수업의 실제에 대한 일 논의김진호, Jae Ki Lee영남수학회 · East Asian Mathematical Journal2012 · 제28권 제2호수학적 정당화가 문제 해결과 의사소통에 미치는 영향정인수한국수학교육학회 · 초등수학교육2013 · 제16권 제3호

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