수학기호와 그 의미에 대한 고찰 및 도입 방법 = Reflection and Approach on Mathematical Signs and Their Meanings

다국어 초록 (Multilingual Abstract)

Mathematics is constructed by many signs, and learning mathematics involves the understanding and uses of them. This study reflects mathematical signs and their mean- ings, and considers how they can be introd- uced in learning. For these, we first inves- tigated epistemological positions as Piaget, Vygotsky, anthropology, and interactionism. And we investigated semiotic models that Saussure and Peirce built each. Among these we adopted Peirce' triadic model that is consisted of interpretant, object(referent), and represen tamen(sign).
In mathematic learning process, represen- tations are transformed by translations and meanings are growed to the representation of another sign. And the meaning of sign grows by learner's interpretation. In terms of theoretical grounds, we settled that the understanding of mathematical signs involved the understanding of their representations and their meanings. On the foundation of above contents, we searched how we introd- uced signs to students and there were me- thods that approached to students repre- sentationally or inquiringly.