프랑스의 수학교육 연구에 대한 고찰

• 영문명: A Study on the Research of Mathematics Education in France
• 발행기관: 대한수학교육학회
• 저자명: 장혜원
• 간행물 정보: 『수학교육학연구』제10권 2호, 183~197쪽, 전체 15쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2000.12.31

영문 초록

The purpose of this paper is to present the history of the research in mathematics education, its characteristic and some theories as its results in France. The french research in mathematics education really began with the inauguration of IREM in the institutional aspect, referring to Bachelard in the epistemological aspect and to Piaget in the psychological aspect. It aimed at appreciating the mathematics education as a independent science and focused on the theoretical research through its own object(didactic system) and its own method(didactic engineering). Therefore, it can be characterized by the dense and elaborate theoretical arguments. Consequently, it is known that four major theories in french mathematics education were developed: the theory of didactic situations by Brousseau, the theory of didactic transposition by Chevallard, the theory of conceptual fields by Vergnaud, the theory of tool-object dialectic by Douady. Among them, this paper is focused on the situation of institutionalization and the structurization of milieu in the theory of Brousseau and the motive of didactic transposition and the didactic time in the theory of Chevallard. In that the french research in mathematics education has been founded on its own theoretical models, it may contribute to us who envy the basic theories of mathematics education.

목차

1. 시작하는 말

2. 프랑스 수학교육 연구의 실제 및 특징

3. 프랑스의 수학교육 이론

4. 맺음말

참고문헌