캔캔퍼즐을 활용한 수업이 영재학생들의 학습특성에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the effects of Lessons using kenken puzzles to the learning characteristics of gifted students For the purpose of this study, I developed ten periods of activity sheets related to lessons using kenken puzzles. Then, I observed three gifted students’ activities using various kenken puzzles and
interviewed them after each lessons. I analyzed the course of their learning process and follow-up interviews data.
From this, I identified the following results.
First, most students solved the kenken puzzle by trial and error strategy.
Second, students solved difficult puzzle using various strategies such as divisor & multiple, thinking cases, etc.
Third, the learning mathematics using Kenken Puzzles improved the students’ thinking skills and helped the students to get their own solutions of puzzle problems.
Fourth, the learning mathematics using Kenken Puzzles boosted students' interest on mathematics learning and consistently gave students a great sense of accomplishment at the end of the challenges.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 및 목적 ························································································· 1
• 2. 연구문제 ··················································································································· 3
• 3. 연구의 제한점 ········································································································· 4
• Ⅱ. 이론적 배경
• 1. 영재 교육의 흐름 ··································································································· 5
• 1) 영재교육의 세계적 동향 ················································································ 5
• 2) 우리나라 영재교육 동향 ················································································ 7
• 2. 퍼즐을 이용한 수학 학습 ····················································································· 8
• 1) 스도쿠의 이해 ·································································································· 8
• 2) 머긴스 게임의 이해 ························································································ 9
• 3) 캔캔퍼즐의 이해 ···························································································· 11
• 3. 퍼즐을 이용한 교수-학습 지도 ······································································· 14
• 4. 정의적 영역 ··········································································································· 15
• Ⅲ. 연구 방법 및 절차
• 1. 연구방법 ················································································································· 17
• 2. 연구대상 ················································································································· 17
• 3. 연구절차 ················································································································· 19
• 4. 자료수집 및 분석절차 ························································································· 20
• 1) 탐구활동지 ······································································································ 20
• 2) 예비검사 ·········································································································· 20
• 3) 면담 ·················································································································· 22
• 4) 설문지 ·············································································································· 23
• 5) 차시별 수업내용 ···························································································· 23
• Ⅳ. 결과분석
• 1. 문제해결 전략 ······································································································· 24
• 2. 캔캔퍼즐 활용 학습의 장점 ··············································································· 30
• 3. 창의성 계발 ··········································································································· 39
• Ⅴ. 결론 및 제언
• 1. 결론 및 제언 ········································································································· 46
• <참고문헌> ··············································································································· 49
• <부록> ·························································································································· 51