한국학교수학회논문집 (Journal of the Korean School Mathematics Society)

  • 제27권2호
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  • Pages.241-255
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  • 2024
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  • 1229-0890(pISSN)
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  • 2713-4350(eISSN)
한국학교수학회 (The Korean School Mathematics Society)
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영재학교 학생의 GeoGebra를 활용한 과정 중심 평가 수행과제 탐구: 이차곡선 중심으로

Exploring gifted school students' process-based assessment performance using GeoGebra: Focused on the quadratic curves

  • 투고 : 2024.05.12
  • 심사 : 2024.06.18
  • 발행 : 2024.06.30
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구에서는 영재학교 학생을 대상으로 GeoGebra를 활용한 과정 중심 평가 교수⋅학습 사례를 제시하였다. 영재교육의 가장 중요한 요소 중 하나인 창의성 측면에서 영재학교 학생 대상으로 과정 중심 평가는 매우 효과적일 수 있다. 그럼에도 불구하고 영재 학생들을 대상으로 하는 과정 중심 평가를 포함한 교수⋅학습 방법 및 자료 개발이 다소 미진한 상태이다. 연구자는 ◯◯영재학교 학생 79명을 대상으로 <기하> 교과의 이차곡선 관련 내용을 중심으로 GeoGebra를 활용한 실험수업을 8차시에 걸쳐 진행 후, 제시한 조건에 맞추어 GeoGebra를 활용하여 타원을 작도한 결과를 평가하였다. 학생들의 산출물을 토대로 GeoGebra의 구성단계와 구성단계 네비게이션바 기능을 활용하여 학생들의 작도 결과와 함께 그 해결 과정을 과정 중심으로 평가할 수 있었을 뿐만 아니라, 문제해결 과정에서 발견되는 개개인의 정의적 특성까지 일부 확인할 수 있었다. 또한 본 연구의 교수⋅학습 상황에서 학생들은 메타인지적 사고 활동을 할 수 있었으며, 수학적 창의성을 증진할 수 있는 수업 사례임을 확인할 수 있었다.

This study presented a case study of teaching and learning process-based assessment using GeoGebra for students at a gifted school. Process-based assessment can be very effective for gifted students in terms of creativity, which is one of the most important elements of gifted education. Nevertheless, the development of teaching and learning methods and materials including process-based assessment for gifted students have been still somewhat underdeveloped. The researcher conducted eight experimental lessons using GeoGebra centered on quadratic curves in the <Geometry> course for 79 students at an ◯◯ gifted and talented school, and then evaluated the results of students' ellipse constructions using GeoGebra according to the given conditions. Based on the students' output, it was possible to evaluate the students' construction results and the process of solving the problem in a process-based way by utilizing GeoGebra's construction protocol and construction protocol navigation bar functions, as well as to identify some of the defining characteristics of individuals found in the problem-solving process. In addition, In teaching and learning situation of this study students could perform metacognitive thinking activities, and it was confirmed that this was a teaching example that could promote mathematical creativity.

키워드

과제정보

본 연구는 2024년 인천과학예술영재학교 교내연구비로 수행되었음.

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