Earticle

초록

영어

This study focuses on the activities in which learners engage when they construct and enter their mathematical problem solutions as text in a generative artificial intelligence environment that is used as a digital resource in mathematics education. To this end, direct intervention in the mathematical content of the solutions presented by the research participant was intentionally avoided, and the role of the AI was restricted to providing feedback that supported the review and improvement of logical structure. This study employed a qualitative approach to analyze the entire process through which a pre-service teacher entered a previously solved mathematical problem solution as text in a ChatGPT environment, using paper-based solutions, screen-recording data, and post-task interview responses as data sources. The findings revealed that pauses, revisions, and reorganizations were repeatedly observed throughout the process of entering a completed solution into ChatGPT. This suggests that the pre-service teacher’s solution was not merely transcribed but was continuously adjusted and reorganized during the text-entry process, and that the ChatGPT environment functioned as a digital resource prompting the learner to reflect on and logically justify the solution.his study

목차

Abstract
Ⅰ. 서론
Ⅱ. 이론적 배경
1. 쓰기 학습(Wringt to Learn)의 메커니즘: 사고의 외재화와지식 변환
2. 수학적 글쓰기와 문제 해결 과정의 가시화
3. 수학적 이해의 본질과 의사소통을 통한 정당화
Ⅲ. 연구 방법
1. 연구 대상
2. 자료 수집
Ⅳ. 연구 결과
Ⅴ. 결론 및 논의
1. 쓰기 학습(Writing to Learn) 관점에서 본 수정 활동의 의미
2. 문제 해결 과정의 외재화와 모니터링 활동
3. 수학적 정당화 관점: 의사소통의 역할 및 설명 공백의 인식과 논리 구조 점검
4. ChatGPT의 역할에 대한 해석
5. 연구의 제한점
참고문헌
[부 록] 사후 설문지 전사본

키워드

저자

• 노찬솔 [ Noh, Chan sol | 고려대학교 일반대학원 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  교과교육연구 [The Journal of Curriculum and Instruction Studies]

• 간기

  반년간

• pISSN

  2005-1964

• 수록기간

  2008~2025

• 십진분류

  KDC 370 DDC 375