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算數 數學敎育의 表記에 對한 考察 : 同義語 中心 mainly about synonyms
孫鎔圭 진주교육대학교 1976 論文集 Vol.12 No.1
There has been interest in the formal aspect of mathematics education; especially symbolism which has changed in accordance with development In this discipline, In fact, no other discipline attaches greater importance to logical thought, and repudiates vagueness of symbolism as does mathematics education. The main purpose of the present study was to examine the occurrence of the synonyms and equivocal word involved in the symbolism of mathematics education, Also, several problems of symbolism in Korean mathemetics education were included in present study, Results and special problem investigated in the present study were summarized as follows. 1. An equivocal word meant that an identical symbolism was expressed as different subatanes, whereas a synonym meant that different symbolisms were expressed as one, identical substance in the following prepositions, the symbolism was examined in relationship between substance and cognition. (1) A substance exists prior to cognition. (2) A substance is realized through cognition. In the first proposition, it was inferred that a synonym came out when different symbolisms were applied to express and identical substance- prior to cognition. In the second proposition, it was inferred that different symbolisms expressed different substances into which different cognitions made an identical substance. Generally, symbolisms came out in the second case. But these symbolisms was included in the first case if they .had an identical meaning. These were actully called synonyms. 2. For last thirty years Korean mathematicians not only borrowed American and Japanese mathematical symbolism, but also arbitrarily put it into Chinese and Korean; consquently making many synonyms and equivocal words. These symbolisms whih were hinderance to mathemetics education, were classified into various categories and analyzed by means of modern symbolisms. 3. In order to get over the difficulty in teaching modern mathemetics, it was a necessary and urgent tack to unify the ambiguous symbolisms and to exchange sensori-perceptual terminology into mathematical terminology.
송장석,손용규 晋州敎育大學校 科學敎育硏究所 1992 科學敎育硏究 Vol.18 No.-
구체물 자료를 통하여 놀이의 장을 이용하여 분수, 소수의 계산 능력을 기르기 위하여 조작활동을 통해 원리, 계산, 법칙을 발견하도록 하고 스스로 해결할 수 있는 지도 방안을 제시하고자 하였다. 이와 같은 목적을 통해 실행 목표는 1) 분수와 소수에 대한 학습 목표를 제시한다. 2) 분수와 소수에 대한 학습 목표를 제시한다. 3) 다양한 놀이의 장을 통한 분수와 소수에 대한 자료의 개발과 활용 방법을 구안한다. 4) 분수와 소수의 기본 개념과 원리의 지도에 있어서 학습 단계에 따라 놀이의 장을 투입한다. 연구의 방법으로는 1) 대상은 본교 5학년 연구반 46명, 비교반 47명으로 2) 연구반은 놀이의 장을 통한 분수 소수의 지도, 비교반은 종래의 설명식 지도 방법으로 실시, 3) 처치도는 놀이의 장을 활용하고 4) 단원으로는 5의 1학기 3개 단원, 2학기 3개 단원으로 하고 5) 도구로는 학습 평가 문항으로 개념, 원리, 법칙, 적용 능력을 측정하였다. 6) 수집된 자료는 놀이의 장 수업에 의하여 학습하는 학생은 설명식 수업보다, 보다 높은 수준의 지식인 일반화와 개념을 더 많이 획득하는 것으로 나타났다.