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李忠杰,,金富允 釜山大學校 師範大學 1985 교사교육연구 Vol.10 No.-
Throughout all the countries in the world, we can easily find the phrase"we understand…." from the aim of the cirriculum of school mathematics. What does it mean to understand? The real facts of understanding is well explained in J. Piaget's intellectual psychology. However, in Korea, we have hardly studied on the nature and degree of understanding. The purpose of this note is to examine R.R.Skemp's classification of understanding and to classify and arrange the understandings that have been studied until today in the world, so as to help develop the mathematics education of Korea.
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李忠杰,金富允 부산대학교 과학교육연구소 1987 교사교육연구 Vol.15 No.-
The Ministry of Education announced the 5-th amendment plan for middle high school curriculum on March 31,1987. Also every five years they have a plan to consider the amendment of this curriculum if necessary according to the development of modern industrial Korean society. In this article, some suggestions for these forthcoming new curriculum of mathematics every five years will be considered.
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李忠杰,金富允,金東華 釜山大學校 師範大學 1988 교사교육연구 Vol.17 No.-
In this paper, we point out that the knowledge of deduction method being suitable for persuading someone to approve a statement is unsuitable for necessity of deductive reasoning. For such knowledge, the recognition of difference between inductive reasoning and deductive reasoning is required. Such a knowledge is acquired some empirical components and some social components. David Bloor says, theoretical components of knowledge is one aspect of such social components. The atmosphere of classroom, attitude of teacher, attitude of other students are variables of such social components. Students in classroom study the knowledge of inductive method and deductive method with some social components, after this, students recognize the difference between inductive method and deductive method, after all, students recognize the necessity of deductive method for proving a statement.
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