Earticle

초록

영어

This study accordingly brought the analysis of the error into focus to instruct the liner inequality efficiently. Students, in result, committed errors: misused data(14.6%), misinterpreted problem(15.0%), logically invalid inference(2.7%), misunderstood theorem or definition(22.1%), unmatched solution(22.4%), technical error(17.5%), omission of solving process(5.7%). Through the analysis of preceding errors, I try to emphasize the following in instructing students: First, you must emphasize studying of concept of the liner inequality and instruct students in the use of that Second, you must minimize the error by searching for the error that students are apt to commit and showing the anti-example when you instruct them in the liner inequality. Third, after evaluation, you must tell the result to students, and show many forms of the liner inequality with various means lest they should commit the same error. Therefore, if an instructor gives lessons to the students studying the instructive methods in order not to make errors about the contents mentioned above, it will help students understand much faster and arouse their curiosities and interests in lessons, and so they will take lessons willingly,

목차

I. 서론
  1. 연구의 필요성 및 목적
  2. 연구의 내용
 II. 문제의 배경
  1. 이론적 배경
 III. 연구의 절차 및 방법
  1. 연구대상 및 연구시기와 조사방법
  2. 평가 문항의 구성
  3. 연구의 제한점
  4. 오류의 분석방법
 IV. 조사결과 및 분석
  1. 오류 모델의 분류
  2. 문항별 오류분석
  3. 풀이과정을 통한 오류분석
 V. 결론
 참고문헌
 Abstract

저자

• 김용호 [ Yong Ho Kim | 충남 용남중학교 ]
• 오후진 [ Oh, Hoo Jin | 공주대학교 응용수학과 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국학교수학회논문집 [Journal of the Korean School Mathematics Society]

• 간기

  계간

• pISSN

  1229-0890

• 수록기간

  1998~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 410 DDC 510