중학교 기하 영역 자료(Datum) 문제에 대한 분석 연구

• 영문명: A Study on the Datum Problem in Middle School Geometry
• 발행기관: 대한수학교육학회
• 저자명: 고은미(Eun Mi Ko) 서보억(Boeuk Suh)
• 간행물 정보: 『수학교육학연구』제30권 1호, 111~129쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.02.29

국문 초록

본 연구의 목적은 중학교 교과서의 기하영역에서 자료(datum)의 구조를 가진 문제들을 체계적으로 분석하고, 이를 기초로 학생들의 자료문제에 대한 문제해결 특성을 파악하는 것이다. 이를 위해 중학교 교과서 기하영역 문제에서 자료문제를 탐색하였고, 이를 기반으로 검사지를 개발하여 학생들의 자료문제의 유형별, 형식별 문제해결에 나타난 결과를 분석하였다. 그 결과 자료문제의 비율이 32.1%로 나타났고, 교과서에 제시된 자료문제 대부분은 FD 유형의 문제임이 밝혀졌다. 이를 기반으로 한 검사결과 FD문항의 정답률이 가장 높고 RD문항의 정답률이 가장 낮게 나타남을 보였고, FD문항, DD문항, RD문항에 대한 여러 특성을 도출하였다.

영문 초록

The purpose of this study was to systematically analyze the problems with characteristics of data in the geometric domain of middle school textbooks to improve students' problem solving ability. Additionally, this study was conducted to facilitate an understanding of the problem solving tendency of students regarding the data problem. For this purpose, we analyzed the datum problems in the middle school textbook geometric domain, developed the questionnaires based on the data, and analyzed the problem solving characteristics of students. This study established the following research questions. First, what is the datum problem in the geometry of middle school textbooks, and what is the percentage of the total? Second, what are the characteristics of solving students' problems according to the type of datum problem? Third, what characteristics do students have in solving problems according to the format of the datum problem? Through the analysis of the results, first, when comparing the overall average of the correct response rate, the correct response rate for the FD problems was the highest and the correct response rate for the RD problems was the lowest. Second, In the classification of forms, Form 1 and Form 3 have the same mathematical content to solve the problem and the same or similar procedures to solve the problem. But there was a difference in the correct response rate. Third, the correct answer rate for the RD problems of Form 2 and Form 4 was lower than that of Form 1 and Form 3. The RD problems of Form 2 and Form 4 required mathematical content beyond the curriculum of the school year. Although the content of the geometry is a key idea of problem solving, the mathematical the content of algebra required to solve the problem was at a high level compared to the FD problems.