數學的 思考에 基礎한 問題設定 授業이 學習效果에 미치는 影響에 關한 硏究 = (A) study on the effect in the studying "problem posing" class based on the mathematical thought

다국어 초록 (Multilingual Abstract)

In view of the result of this study, when we try to adapt the method of "Problem Posing", we can find that it is desirable to teach the students by different methods according to students' learning ability.
To the lower level group, the method problem posing, one of the teaching skill, is more helpful by the condition modifying or the result modifying, presenting and showing the students the method of problem posing in details than the method of problem posing from the state of problem at random. And to the higher level group, the method of problem posing by the result modifying is desirable than by the method of the condition modifying or the method of problem posing at random. After solving some problems, from this I think it helpful to have the chance to think over the result or for the group of the higher level of learning ability to the ability of solving a problem.
The reason for the necessity of the teaching-learning of problem posing is as follow; first, teaching-learning by problem posing can stimulate the students' interest in Mathematics and make them have the self-confidence in it. Secondly, teaching-learning of problem posing is helpful to have the ability and attitude of understanding everything by a mathematical principle. Third, teaching-learning of problem posing is helpful to raise the students' learning ability. Fourth, teaching-learning of problem posing is helpful to raise the independent learning because of the students' acting for themselves mainly. Fifth, teaching-learning of problem posing is effective to raise the mathematical ability by having the chance to think on the other hand we can suppose many advantages like this;
1) Problem posing class gives the students the chance to evaluate themselves for themselves.
2) By seeing the other's presenting, the students themselves can take part in class without having burden from the positive response to know the unthinking part.
3) the students will be able to feel some what self-confidence and find by themselves worth things by trying to solve problems,
we will have to lead the students to change a problem style into more generalized one. or to set a series of studying in order to solve many problems for themselves in a new situation. this problem posing class could be said with more positive effectiveness than present explanatory class. the students will have to take a problem posing lesson, trying to make the problems on the basis of the mathematical thinking. Among these classified problems, several effective problems are picked up in order to ask and discuss in a class. Through having a series of learning process like this, the students will be interested in learning, and have the motive to learning of mathematics. we can find the desirable aspects leading the interest toward mathematics study and the improvement in grades.
Therefore, when we supply- a want of this research and study the progress way of more effective class, giving a problem posing class for a while It will be useful a lot to have a mathematical thinking ability and to raise the effect of learning.

목차 (Table of Contents)

• 目次
• Ⅰ. 序論 = 1
• 1. 硏究의 必要性 및 目的 = 1
• 2. 硏究의 假說 = 2
• 3. 硏究의 制限點 = 2
• Ⅱ. 理論的 背景 = 3
• 1. 問題 設定의 理論 = 3
• 2. 問題 設定의 類型 = 5
• 3. 問題 設定의 策略 = 6
• 4. 問題 設定 授業의 長點 = 7
• Ⅲ. 硏究의 方法 및 節次 = 19
• 1. 硏究의 設計 = 19
• 2. 硏究의 實際 = 22
• Ⅳ. 結論 = 30
• 1. 硏究의 結果 및 分析 = 30
• 2. 結語 = 31
• 參考文獻 = 34
• ABSTRACT = 36
• 〈附錄〉 = 39