認知 發達에 根據를 둔 數學 學習 類型 探索 = The Exploration of Mathematics-learning Model on the Basis of Cognitive Development

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to sequentialize Mathematics-learning contents, and to explore teaching-learning model for mathematics, with on the basis of the theory of cognitive development and the period of conservation formation for children.
The Specific topics are as follows
(1) Systemizing those theories of cognitive development which are related to Mathematics-learning for children.
(2) Organizing a sequence of Mathematics-learning, on the basis of experimental research for the period of conservation formation for children.
(3) Comparing the effects of 4 types of teaching-learning model, on the basis of inference activity and operational learning principle.
① Induction-operation(IO)
② Induction-explanation(IE)
③ Deduction-operation(DO)
④ Deduction-explanation(DE)
The results of the subjects are as follows:
(1) Cognitive development theory and Mathematics education.
① Cognitive development can be achieved by constant space and Mathematics knowledge is obtained by the interaction of experience and reason.
② The stages of congnitive development for children form a hierachical system, its function has a continuity and acts orderly. Therefore we need to apply cognitive development for children to teach mathematics systematically and orderly.
(2) Sequence of mathematical concepts.
① The learning effect of mathematical concepts occurs when this coincides with the period of conservation formation for children.
② Mathematics Curriculum of Elementary Schools in Korea matches with the experimental research about the period of Piaget's conservation formation.
(3) Exploration of a teaching-learning model for mathematics.
① Mathematics learning is to be centered on learning by experience such as observation, operation, experiment and actual measurement.
② Mathematical learning has better results in from inductional inference rather that deductional inference, and from operational inference rather than explanatory inference.

목차 (Table of Contents)

• Ⅰ. 緖論
• 1. 硏究의 必要性 및 目的
• 2. 硏究 問題
• 3. 硏究의 節次 및 方法
• 4. 硏究의 範圍와 限界
• Ⅱ. 認知發達理論과 數學敎育
• 1. 發生的認識論과 數學敎育
• 2. 認知發達段階에 따른 數學學習
• 3. 認知發達理論의 數學敎育的 意味
• Ⅲ. 數學的 槪念의 系列性
• 1. 數學的槪念에 關한 保存槪念 發達水準
• 2. 數學學習 敎材의 系列性
• Ⅳ. 數學科 敎授-學習 類型 探索
• 1. 操作 및 說明中心의 敎授-學習
• 2. 歸納 및 演繹中心의 敎授-學習
• 3. 敎授-學習 類型의 現場 適用 및 結果 分析
• Ⅴ. 要約 및 結論
• 1. 要約
• 2. 結論
• 參考文獻
• 英問抄錄