• 제목/요약/키워드: mathematical problem solving

검색결과 141건 처리시간 0.123초

수학 문제해결 과정에 작용하는 메타정의의 사회역학적 기능 (The Sociodynamical Function of Meta-affect in Mathematical Problem-Solving Procedure)

  • 도주원;백석윤
    • 한국수학교육학회지시리즈C:초등수학교육
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    • 제20권1호
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    • pp.85-99
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    • 2017
  • 수학 문제해결 능력의 향상을 위한 연구의 일환으로 문제해결 활동 과정에 중요한 역할을 담당하는 것으로 최근에 파악된 메타정의를 수학 학습 지도에 적용하는 연구의 필요성이 제기되어왔다. 이에 본 연구에서는 긍정적인 메타정의의 기능을 활성화시키며 실제 문제해결 활동에 효과적으로 작용하는 것은 물론, 정의적 측면에 대한 연구방법론이 갖는 일반적인 난점의 극복을 위하여 협업의 상황을 설정하였다. 즉, 2인 1조의 소집단 구성원이 협업을 통하여 성공적인 문제해결 과정에 보여주는 메타정의적 요소에 대한 사회역학적 작용 과정의 특성을 분석하였다. 이를 위해 선행연구에서 파악된 메타정의의 메타적 기능 유형과 협업의 교류적 요소를 초등학생의 협업적 문제해결 활동 분석을 위한 준거로 삼았다. 소집단의 협업적 수학 문제해결 활동의 에피소드 단위별로 보여주는 메타정의의 메타적 기능 유형과 이와 결부된 교류적 요소의 구조 사례를 관찰, 분석하여 성공적인 문제해결로 유도하는 메타정의의 사회역학적 기능이 보여주는 특성을 추출하였다. 본 연구의 결과로부터 도출되는 메타정의의 사회역학적 작용 원리는 성공적인 수학 문제해결의 교수 학습 방법 구현을 위한 연구에 정의적, 사회역학적 측면에서 실제적인 시사점을 제공한다.

운동요소가 포함된 수학게임이 유아발달에 미치는 효과 (The Effects of Mathematical Games with Motion on Young Children's Development)

  • 장보경
    • 한국생활과학회지
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    • 제19권2호
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    • pp.271-283
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    • 2010
  • This study was planned to investigate the effects of mathematical games with motion on young children's development. The study was performed to compose mathematical games with motion and just mathematical games for young children. The games were set up to be executed 16 times for 8 weeks. The results of this study were as follows: Mathematical games with motion had a significant effect on young children's mathematical problem-solving ability. Mathematical games with motion had a significant effect in every category on young children's ability for motion competence and mathematical games with motion had a significant effect on young children's socio-emotional development. There were significant differences between the control group and the experimental group except for the independence from teachers and peer interaction. Mathematical games with motion had a significant effect on young children's language ability.

수학적 문제해결에서 상호작용을 통한 표상의 변환 과정 분석 (An Analysis of the Transformation Process of Representation through Interaction in Mathematical Problem Solving)

  • 이민애;강완
    • 한국초등수학교육학회지
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    • 제16권3호
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    • pp.427-450
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    • 2012
  • 학생들이 사고를 조직하고 문제를 해결하며 의사소통을 하는 데 표상의 사용은 필수적이다. 본 연구는 초등학교 6학년 학생들이 수학적 문제를 해결하는 과정에서 나타내는 표상과 상호작용을 통한 표상의 변환과정을 분석함으로써, 학생들의 수학적 표상을 바르게 이해하고 올바른 표상 지도를 위한 시사점을 얻으려 하였다. 분석 결과 학생들은 한 가지 표상 방법보다는 두세 가지의 표상 방법을 사용하며, 학생-학생 간, 교사-학생 간의 상호작용은 표상의 정교화에 긍정적으로 영향을 주는 것으로 나타났다.

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문제제기 수업이 수학 문제해결력과 창의력에 미치는 효과 (The Effect of Problem Posing Teaching on Mathematical Problem-Solving Ability and Creativity)

  • 이상원
    • 한국수학교육학회지시리즈A:수학교육
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    • 제44권3호
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    • pp.361-374
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    • 2005
  • I analyzed the effect of problem posing teaching and teacher-centered teaching on mathematical problem-solving ability and creativity in order to know the efffct of problem posing teaching on mathematics study. After we gave problem posing lessons to the 3rd grade middle school students far 28 weeks, the evaluation result of problem solving ability test and creativity test is as fellows. First, problem posing teaching proved to be more effective in developing problem-solving ability than existing teacher-centered teaching. Second, problem posing teaching proved to be more effective than teacher-centered teaching in developing mathematical creativity, especially fluency and flexibility among the subordinate factors of mathematical creativity. Thus, 1 suggest the introduction of problem posing teaching activity for the development of problem-solving ability and mathematical creativity.

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수학적 사고의 유연성과 확산적 사고 (Flexibility of Mind and Divergent Thinking in Problem Solving Process)

  • 최영기;도종훈
    • 한국수학교육학회지시리즈A:수학교육
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    • 제44권1호
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    • pp.103-112
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    • 2005
  • This paper is designed to characterize the concept of flexibility of mind and analyze relationship between flexibility of mind and divergent thinking in view of mathematical problem solving. This study shows that flexibility of mind is characterized by two constructs, ability to overcome fixed mind in stage of problem understanding and ability to shift a viewpoint in stage of problem solving process, Through the analysis of writing test, we come to the conclusion that students who overcome fixed mind surpass others in divergent thinking and so do students who are able to shift a viewpoint.

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경도장애 학생들의 수학적 문제해결을 위한 폴리아의 전략 효과 연구 (The Effect of Polya's Heuristics in Mathematical Problem Solving of Mild Disability Students)

  • 한경화;김영옥
    • East Asian mathematical journal
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    • 제32권2호
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    • pp.253-289
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    • 2016
  • This study attempted to figure out new teaching method of mathematics teaching-learning by applying Polya's 4-level strategy to mild disability students at the H Special-education high school where the research works for. In particular, epilogue and suggestion, which Polya stressed were selected and reconstructed for mild disability students. Prior test and post test were carried by putting the Polya's problem solving strategy as independent variable, and problem solving ability as dependent variable. As a result, by continual use of Polya's program in mathematics teaching course, it suggested necessary strategies to solve mathematics problems for mild disability students and was proven that Polya's heuristic training was of help to improve problem solving in mathematics.

A Psychological Model for Mathematical Problem Solving based on Revised Bloom Taxonomy for High School Girl Students

  • Hajibaba, Maryam;Radmehr, Farzad;Alamolhodaei, Hassan
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제17권3호
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    • pp.199-220
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    • 2013
  • The main objective of this study is to explore the relationship between psychological factors (i.e. math anxiety, attention, attitude, Working Memory Capacity (WMC), and Field dependency) and students' mathematics problem solving based on Revised Bloom Taxonomy. A sample of 169 K11 school girls were tested on (1) The Witkin's cognitive style (Group Embedded Figure Test). (2) Digit Span Backwards Test. (3) Mathematics Anxiety Rating Scale (MARS). (4) Modified Fennema-Sherman Attitude Scales. (5) Mathematics Attention Test (MAT), and (6) Mathematics questions based on Revised Bloom Taxonomy (RBT). Results obtained indicate that the effect of these items on students mathematical problem solving is different in each cognitive process and level of knowledge dimension.

직관의 즉각성 요인과 효과에 대한 고찰 (A Study on the Factors and Effect of Immediacy in Intuition)

  • 이대현
    • 한국수학교육학회지시리즈A:수학교육
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    • 제45권3호
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    • pp.263-273
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    • 2006
  • The purpose of this paper is to research the factors and the effects of immediacy in mathematics teaching and learning and mathematical problem solving. The factors of immediacy are visualization, functional fixedness and representatives. In special, students can apprehend immediately the clues and solution using the visual representation because of its properties of finiteness and concreteness. But the errors sometimes originate from visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. And this phenomenon is the same in functional fixedness and representatives which are the factors of immediacy The methods which overcome the errors of immediacy is that problem solvers notice the limitation of the factors of immediacy and develop the meta-cognitive ability. And it means we have to emphasize the logic and the intuition in mathematical teaching and learning. Clearly, we can't solve all mathematical problems using only either the logic or the intuition.

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A Rationale of Mathematical Problem Solving on a Small Group-Focusing on Collaborative Interaction

  • Lee, Young-suk
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제5권1호
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    • pp.77-86
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    • 2001
  • The purpose of this study is to examine a theoretical framework for the interactions of learning in a small group setting of mathematical problem solving. Many researchers already have described the theoretical background for the small group settings in problem solving. However, most of the literatures merely have reported findings of achievement and rising of test scores. They ignored the observation of process taken during the small group work and have not determined how various psychological, social and academic effects are created. As results of the study, two types, mutual collaboration and asymmetric collaboration, of interactions are observed as the interactions of learning, which are conceived as the cores of authentic mathematical activities.

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수학문제해결 수행에서의 메타인지에 대한 고찰 (A Study on the Metacognition Mathematical Problem - Solving)

  • 유승욱
    • 한국학교수학회논문집
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    • 제1권1호
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    • pp.111-119
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    • 1998
  • So far the studies on mathematical problem-solving education have failed to realize the anticipated result from students. The purpose of this study is to examine the reasons from the metacognitional viewpoint, and to think of making meta-items which enables learners to study through making effective use of the meaning of problem-solving and through establishing a general, well-organized theory on metacognition related to mathematic teaching guiedance. Metacognition means the understanding of knowledge of one's own and significance in the situation that can be reflection so as to express one's own knowledge and use it effectively when was questioned. Mathematics teacher can help students to learn how to control their behaviors by showing the strategy clearly, the decision and the behavior which are used in his own planning, supervising and estimating the solution process himself. If mathematics teachers want their students to be learners not simply knowing mathematical facts and processes, but being an active and positive, they should develop effective teaching methods. In fact, mathematics learning activities are accomplished under the complex condition arising from the factors of various cognition activities. therefore, mathematical education should consider various factors of feelings as well as a factor as fragmentary mathematical knowledge.

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