증명의 필요성 이해와 탐구형 기하 소프트웨어 활용

• 영문명: The Understanding the Necessity Proof and Using Dynamic Geometry Software
• 발행기관: 대한수학교육학회
• 저자명: 류희찬 조완영
• 간행물 정보: 『수학교육학연구』제9권 2호, 419~438쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1999.12.31

영문 초록

classic geometry problems. Mathematics Teacher, 91(3), 204-208. NCTM (1998). Principles and standards for London, 27-38. Yerushalmy, M., & Houde (1986). The geometric supposer: Promoting thinking and learning. Mathematics Teacher, 79(6), 418-428. the assumption that proof in school mathematics should be used in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof. The following results have been drawn: Dynamic geometry provided positive impact on interacting between empirical justification and deductive justification, especially on understanding the necessity of deductive justification. And teacher in the computer environment played crucial role in reducing on difficulties in connecting empirical justification to deductive justification. At the beginning of the research, however, it was not the case. However, once students got intocul-de-sac in empirical justification and understood the need of deductive justification, they tried to justify deductively. Compared with current paper-and-pencil environment that many students fail to learn the basic knowledge on proof, dynamic geometry software will give more positive ffect for learning. Dynamic geometry software may promote interaction between empirical justification and edeductive justification and give a feedback to students about results of their own actions. At present, there is some very helpful computer software. However the presence of good dynamic geometry software can not be the solution in itself. Since learning on proof is a function of various factors such as curriculum organization, evaluation method, the role of teacher and student. Most of all, the meaning of proof need to be reconceptualized in the future research.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 탐구형 기하 소프트웨어와 증명 수업의 실제

Ⅳ. 결론 및 제언

참고문헌