조기 대수(Early Algebra)의 연구 동향과 접근에 관한 고찰 = Research Trends and Approaches to Early Algebra

다국어 초록 (Multilingual Abstract)

In this study, we discussed the way to teach algebra earlier through investigating to research trends of Early Algebra and researching about nature of subject involving algebra.
There is a strong view that arithmetic and algebra have analogous forms and that algebra is on extension to arithmetic. Nevertheless, it is also possible to present a perspective that the fundamental goal and role of symbols and letters are difference between arithmetic and algebra. And, we could recognize that geometry was starting point of algebra trough historical perspectives.
To consider these, we extracted some of possible directions to approaches to teach algebra earlier. To access to teaching algebra earlier, following ways are possible. (1) To consider informal strategy of young children. (2) Arithmetic reasoning considered of the algebraic relation. (3) Starting to algebraic reasoning in the context of geometrical problem situation. (4) To present young students to tool of letters and formular.

국문 초록 (Abstract)

본 연구는 조기대수(Early Algebra)의 연구 동향을 살펴보고, 대수와 관련된 교과의 본질에 대한 탐구를 통하여 조기대수지도에 접근할 수 있는 여러 가지 방법을 논의하였다. 산술과 대수는 형태상 유사하고 대수를 산술의 연장선이라고 보는 관점이 우세하나, 산술과 대수의 근본적인 목적과 기호와 문자의 역할에 있어서 차이가 있다는 인식 또한 제기된다. 또한, 역사적으로 기하가 대수의 출발점이었다는 인식을 할 수 있었다. 본 연구자는 이에 따라 조기대수에 접근할 수 있는 가능성 있는 여러 가지 방향을 도출해 내었다. 조기대수 지도를 위하여 (1) 아동들의 비형식적인 전략을 고려하기 (2) 대수적 관계를 고려한 산술추론하기 (3) 기하적 문제 상황에서 대수추론을 시작하기 (4) 문자와 식의 도구를 제공하기 등을 통하여 조기대수 교육에 접근할 수 있다.

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