Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Analysis of problem posing activity of fifth grade students

초등학교 5학년 학생들의 문제 만들기 활동 분석

  • Received : 2017.04.11
  • Accepted : 2017.07.19
  • Published : 2017.07.31
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Abstract

The purpose of the study was to investigate and develop a practical approach to integrating student-driven mathematical problems posing in mathematics instruction. A problem posing activity was performed during regular mathematics instruction. A total of 540 mathematical problems generated by students were recorded and analysed using systemic procedures and criteria. Of the problems, 81% were mathematically solvable problem and 18% were classified as error type problems. The Mathematically solvable problem were analysed and categorized according to the complexity level; 13% were of a high-level, 30% mid-level and 57% low-level. The error-type problem were classified as such within three categories: non-mathematical problem, statement or mathematically unsolvable problem. The error-type problem category was distributed variously according to the leaning theme and accomplishment level. The study has important implications in that it used systemic procedures and criteria to analyse problem generated by students and provided the way for integrating mathematical instruction and problem posing activity.

본 연구는 문제 만들기 활동과 수학 수업을 통합할 수 있는 실제적 방안을 모색하고자 수행되었다. 이를 위해 일상적으로 이루어지는 수학 수업의 정리 단계에서 문제 만들기 활동을 실행하고, 학생들이 만든 문제를 체계적인 절차와 준거를 사용해 분석하였다. 먼저 학생들이 만든 540문제 중 수학적으로 해결 가능한 문제는 81%, 오류가 있는 문제는 18%로 나타났다. 이어서 수학적으로 해결 가능한 문제를 복잡성 수준에 따라 분석하였는데, 상-수준 13%, 중-수준 30%, 하-수준 57%였다. 마지막으로 오류 유형으로 분류된 비-수학적 문제, 단순한 진술, 해결 불가능 문제는 학생들의 성취 수준과 학습 내용에 따라 다양하게 분포되어 있었다. 본 연구는 학생들이 생성한 문제를 분석하기 위한 체계적인 절차와 준거를 제시하고 수학 수업과 문제 만들기 활동을 통합할 수 있는 방향을 제시했다는 점에서 의의를 찾을 수 있다.

Keywords

References

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