Earticle

초록

영어

In the elementary school mathematics textbooks of the 7th national curriculum, just simple construction education is provided by having students draw a circle and triangle with compasses and drawing vertical and parallel lines with a set square. The purpose of this study was to examine the mathematical thinking of sixth-grade elementary school students in the construction process in a bid to give some suggestions on elementary construction guidance. As a result of teaching the sixth graders in gifted and nongifted classes about the equal division of line segments and evaluating their mathematical thinking, the following conclusion was reached, and there are some suggestions about that education: First, the sixth graders in the gifted classes were excellent enough to do mathematical thinking such as analogical thinking, deductive thinking, developmental thinking, generalizing thinking and symbolizing thinking when they learned to divide line segments equally and were given proper advice from their teacher. Second, the students who solved the problems without any advice or hint from the teacher didn't necessarily do lots of mathematical thinking. Third, tough construction such as the equal division of line segments was elusive for the students in the nongifted class, but it's possible for them to learn how to draw a perpendicular at midpoint, quadrangle or rhombus and extend a line by using compasses, which are more enriched construction that what's required by the current curriculum. Fourth, the students in the gifted and nongifted classes schematized the problems and symbolized the components and problem-solving process of the problems when they received process of the proble. Since theythe urally got to use signs to explain their construction process, construction education could provide a good opportunity for sixth-grade students to make use of signs.

한국어

7차 교육과정의 초등학교 수학교과서를 살펴보면 자와 컴퍼스를 사용하여 삼각형과 원을 그리며, 삼각자를 활용해 수직선과 평행선을 그리는 작도 교육이 이루어지고 있다. 본 연구는 2010년 초등학교 6학년 학생들의 작도 과정에서 나타나는 수학적 사고를 분석하여 초등학교 작도지도의 시사점을 제안하고자 한다. 연구결과 영재학급 6학년 학생들은 교사의 적절한 조언이 뒷받침되면 선분의 등분할 작도를 통해 유추, 연역, 발전, 일반화, 기호화의 사고와 같은 수학적 사고가 가능하며, 일반학급 학생들에게도 현행 교육과정보다 심화된, 자와 컴퍼스를 이용한 수직이등분선, 사각형, 마름모, 선분의 연장 등의 작도는 교육이 가능하다.

목차

요약
 I. 서론
 II. 이론적 배경
  1. 작도
  2. 작도와 관련된 초등학교 교육과정
  3. 작도와 관련된 중학교 내용 분석
  4. 외국의 기하 교과서에 있는 선분의 등분할 작도
  5. 수학적 사고
 III. 연구 방법
  1. 선분의 등분할 작도 문항 분석
  2. 예비 검사
  3. 연구 대상
  4. 선분의 등분할 작도 지도 교수-학습 자료 개발
  5. 작도 과정의 수학적 사고 분석을 위한 틀 개발
  6. 자료의 수집과 자료 분석
 IV. 결과 분석
  1. 작도과정 에 나타나는 수학적 사고
  2 수학적 사고 분석 결과
 V. 결론
 참고문헌
 Abstract

키워드

저자

• 임영빈 [ Yim, Youngbin | 인천 굴포초등학교 ] 제1저자
• 류희수 [ Ryu, Heuisu | 경인교육대학교 수학교육과 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국초등수학교육학회지 [Journal of Elementary Mathematics Education in Korea]

• 간기

  계간

• pISSN

  1229-3229

• 수록기간

  1997~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 375 DDC 372