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KISSThe purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school stud...
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RISS 인기검색어
수학적 모델링 수업에서 개념적 지식과 절차적 지식의 연결 방안 탐색 = Exploring Ways to Connect Conceptual Knowledge and Procedural Knowledge in Mathematical Modeling
한글로보기https://www.riss.kr/link?id=A108817523
- 저자
- 발행기관
- 학술지명
- 권호사항
-
발행연도
2023
-
작성언어
Korean
- 주제어
-
등재정보
KCI등재
-
자료형태
학술저널
- 발행기관 URL
-
수록면
349-368(20쪽)
- DOI식별코드
- 제공처
-
0
상세조회 -
0
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부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge.
As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.
As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.
The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge.
As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.
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