Earticle

초록

영어

This qualitative case study explores how calculation-dependent beliefs and control failures manifest in low-achieving high school students during definite integral problem-solving. Following the 2015 Revised Mathematics Curriculum, which introduces definite integrals through procedural definitions, students often prioritize formulaic computation over conceptual understanding. Using Schoenfeld’s framework (Resources, Heuristics, Control, and Beliefs), the study analyzed two low-achieving students.Findings revealed that calculation-dependent beliefs led to significant control failures, such as skipping analysis/planning and jumping directly to formulas without verifying signs or interval conditions. This resulted in errors like confusing displacement with distance. However, pedagogical intervention through graph visualization acted as a meta-cognitive mediator. Visualization prompted students to reorganize resources—identifying signs, interval splits, and symmetry—thereby activating self-monitoring and strategy revision. The study concludes that visualization is not merely a visual aid but a critical pedagogical tool that lowers entry barriers and provides external standards for self-regulation, helping low-achieving students transition from mechanical execution to structural understanding.

목차

Abstract
Ⅰ. 서론
1. 연구의 필요성과 목적
2. 연구 문제
Ⅱ. 이론적 배경
1. 2015 개정 교육과정의 정적분 도입 변화와 교수학적 쟁점
2. 정적분 이해의 어려움과 저성취 학생의 취약점
3. Schoenfeld의 문제 해결 관점에서의 통합적 틀
4. 그래프 시각화 기반 개입의 이론적 위치
Ⅲ. 연구방법 및 절차
1. 연구 설계
2. 연구 참여자
3. 자료 수집
4. 분석 틀
5. 분석 절차
Ⅳ. 연구 결과
1. ‘공식 사용 가능 여부 판별’ 과제에서 드러난 계산 의존적 신념과 통제 실패의 구조
2. 셔틀런 과제에서 나타난 위치/이동거리 혼동과 그래프 시각화에 의한 통제 활성화
3. 사례 비교: 계산 의존적 신념이 인지적 오류로 발현되는 경로와 시각화 개입의 분기점
Ⅴ. 연구 결론 및 제언
1. 결론
2. 연구의 한계
3. 제언
참고문헌

키워드

저자

• 유동인 [ Yoo, Dongin | 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