발문학습을 통한 수학적 문제해결력의 신장에 관한 연구

다국어 초록 (Multilingual Abstract)

That the goal of mathematical education in future should be focused on problem-solving has been generally recognized in these two advanced countries of U. S. A. and Japan in recent years. Also, in our country the composition direction and subject goal of the 6th curriculum revision(1992) focused on problem-solving is not available enough, nor the enhancement of problem-solving ability is accomplished effectively because of the uniform teaching.
The purpose of this study is to identify the effect which questioning methods have on the accomplishment of studies of the group which has low ability of accomplishment supposing that there are relationships between teachers' questioning methods and the students' responses.
The specific problems to accomplish the purpose are as follows :
1. How do we plan the teaching-learning data relevant to questioning?
2. How does teaching by questioning effect on the mathematical attitude of students?
3. How does teaching-learning by questioning effect on the problem-solving ability in mathematics?
The results of the study are as follows :
1. The students' problem-solving abilities have been advanced by making and utilizing the teaching-learning data involved in questioning.
2. The results of the mathematical attitude in the research class is higher than the results from the comparative class by using a CR-test procedure with these two groups.
3. Utilizing the teaching-learning data and giving proper heuristic questionings have made the students of middle·low groups effective in teaching.
It is, I think, really regrettable that this thesis should be narrow in the scope of the number of the students involved. I hope that a synthetic study of the whole curriculum should be achieved in the future and then its results will be applied to the learning·field.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1.1. 연구의 필요성 및 목적 = 1
• 1.2. 연구 문제 = 3
• 1.3. 용어의 정의 = 3
• 1.4. 연구의 제한점 = 5
• II. 이론적 배경 = 6
• 2.1. 발문의 목적과 의의 = 6
• 2.2. 발문방법의 분류 = 9
• 2.3. 문제해결 과정 = 10
• 2.3.1. 문제해결 과정의 이론 = 10
• 2.3.2. 본 연구에서 적용하는 문제해결 과정 = 15
• 2.4. 수학적인 생각·태도에 관한 발문분석 일람 = 16
• III. 연구방법 및 절차 = 21
• 3.1. 연구 대상 = 21
• 3.2. 연구의 설계 = 22
• 3.3. 연구의 평가도구 = 23
• 3.3.1. 진단평가 및 수학적 태도검사 = 23
• 3.3.2. 문제해결 검사 = 23
• 3.3.3. 문제해결력 평가의 채점 방법 = 24
• 3.4. 자료 분석 = 24
• IV. 연구결과 및 분석 = 25
• 4.1. 연구 문제 1 = 25
• 4.1.1. 수학교과 목표 = 25
• 4.1.2. 단원의 지도 계획 = 26
• 4.1.3. 단원의 지도 목표 = 27
• 4.1.4. 단원의 지도상의 유의점 = 28
• 4.1.5. 단원의 지도 계통 = 29
• 4.2. 연구 문제 2 = 29
• 4.3. 연구 문제 3 = 30
• V. 결론 및 제언 = 32
• 5.1. 결론 = 32
• 5.2. 제언 = 33
• 참고문헌 = 35
• Abstract = 37
• 부록 I. 발문을 통한 문제해결 학습자료 = 39
• 부록 II. 발문학습 지도안(예시) = 55
• 부록 III. 문제해결력 검사 = 59
• 부록 IV. 수학적인 생각·태도 설문지 = 61