高等學校에서의 極限槪念 敎授․學習에 관한 硏究

• 영문명: A Study on Teaching and Learning of the Limit Concept in High School
• 발행기관: 대한수학교육학회
• 저자명: 박임숙 김흥기
• 간행물 정보: 『수학교육학연구』제12권 4호, 557~582쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.11.30

영문 초록

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the intuitive definition is applied properly. To solve these problems, this study examined the develop-mental process of the limit concept of sequences from the intuitive definition to the formal definition, and looked into the way of The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. students' internalization of the process th-rough a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between αₙ and α approaches 0' rather than 'The sequence approaches α infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop under-standing in lower levels through enough experiences so that they can be promoted to the highest level.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

참고문헌

[부록]

키워드

수열의 극한의 직관적 정의 수열의 극한의 형식적 정의 내면화 근접발달대 Intuitive Definition of the limit concept of sequences Formal Definition of the limit concept of sequences Internalization ZPD(The Zone of Proximal Development)