Earticle

초록

영어

This study explored how three second-grade middle school students approached real-life contextual word problems, using Schoenfeld’s (1985) problem-solving framework of resources, heuristics, control, and beliefs. A qualitative case study design was adopted. The students’ problem-solving processes were video-recorded and analyzed through transcripts and follow-up interviews. Although all three students were aware of the mathematical knowledge needed to solve the problems, clear differences appeared in how they organized their knowledge, chose and applied strategies, monitored their work, and viewed problem solving. These differences became especially evident in a high-level task that required students to check and adjust their strategies. The findings suggest that success in solving real-life contextual word problems depends not only on what students know, but more importantly on how they use that knowledge. Heuristics guide the use of resources, control regulates the process, and beliefs support or constrain these actions. Therefore, students’ errors or unrealistic responses should not be seen simply as cognitive weaknesses, but as the result of interactions among these problem-solving components.

목차

Abstract
Ⅰ. 서론
1. 연구의 필요성과 목적
2. 연구 문제
Ⅱ. 이론적 배경
Ⅲ. 연구방법 및 절차
1. 연구 설계
2. 연구 대상
3. 연구 과제 개발
4. 자료 수집
5. 자료 분석
Ⅳ. 연구 결과
1. 문제 해결에 활용한 자원의 인식과 조작 방식
2. 발견술의 선택과 전략 전개 양상
3. 통제 전략의 작동 방식
4. 문제 해결에 대한 신념
Ⅴ. 연구 결론 및 제언
참고문헌

키워드

저자

• 정은경 [ Jung, Eun Kyung | 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