컴퓨터를 활용한 수학학습에서의 사회적 측면

• 영문명: Social aspects of computer based mathematics learning
• 발행기관: 대한수학교육학회
• 저자명: 류희찬 권성룡
• 간행물 정보: 『수학교육학연구』제9권 1호, 263~278쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1999.07.31

영문 초록

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics learning with computer weighed individual aspect of learning. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized learning. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.

목차

1. 서론

2. 컴퓨터의 활용

3. 컴퓨터를 활용한 학습에서 생각해야 할 점

4. 인식의 사회-문화적인 측면과 시사점

5. 결론

참고문헌