구성주의 원리를 이용한 교수-학습의 효과 연구 : 수학Ⅰ ‘지수함수와 로그함수’ 단원 중심으로 = A Study on Teaching-Learning Effects that utilize Constructivism : Focused on ‘Exponential function and Logarithmic function’

다국어 초록 (Multilingual Abstract)

It probably is to teach mathematics how from composition attention viewpoint, professor against there is the objective of the place where it reveals the effect of studying from the dissertation which it sees consequently
This study was aimed at review the teaching-learning effects from the viewpoint of the pedagogic philosophy of 'constructivism' in an effort to find an alternative to help establish the level-wise curriculum successfully.
The specific study points were set up as follows;
1. Would there be any difference of students' learning attitude between two models in the unit of exponential function and logarithmic function?
2. Would there be any difference of students' learning achievement between two models in the unit of exponential function and logarithmic function?
In this study, the teaching-learning theories suggested by proponents of constructivism were reviewed to design the teaching-learning model which would be tested for 10 sessions for 4 weeks. To this end, those students whose school performances were lower were sampled to be divided at random into test and control groups; the test group was subject to the constructivism model, while the control group was subject to the conventional model. The methods of study were quantitative approaches, while the tools of study were learning attitude scale, performance scale.
There was found no significant difference of school performances between two groups (t=-.812, probability of significance=.420) at the significance level of .05, which may be attributable to the fact that the period of test was too short (4 weeks).
Although this study was conducted for a relatively short period, it may be significant in that the constructivism theories reflected in recent mathematics education reforms were applied to the class room. Lastly, it is hoped that this study will be followed up by future studies which will develop students' self-initiated teaching-learning models.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제와 제한점 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 구성주의 = 6
• 2. 수학 교육학적 구성주의의 수학 교수ㆍ학습 원리 = 9
• 3. 구성주의적 수학 교수ㆍ학습의 유형 = 15
• Ⅲ. 연구방법 및 절차 = 21
• 1. 연구의 대상 및 기간 = 21
• 2. 연구방법 및 지도안 = 23
• Ⅳ. 연구 결과 및 분석 = 31
• 1. 수학 교과에 대한 흥미도 검사 분석 = 31
• 2. 학업성취도 비교 = 36
• Ⅴ. 결론 및 제언 = 39
• 참고문헌 = 41
• ABSTRACT = 43
• 부록 = 45
• 부록1 수학 교과에 대한 성향 검사지 = 45
• 부록2 실험 수업의 실제 = 46
• 부록3 수학 학업 성취도 사전검사 = 59
• 부록4 수학 학업 성취도 사후검사지 = 63