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あぁかがさざただなはばぱまやゃらわゎんいぃきぎしじちぢにひびぴみりうぅくぐすずつづっぬふぶぷむゆゅるえぇけげせぜてでねへべぺめれおぉこごそぞとどのほぼぽもよょろを

アァカサザタダナハバパマヤャラワヮンイィキギシジチヂニヒビピミリウゥクグスズツヅッヌフブプムユュルエェケゲセゼテデヘベペメレオォコゴソゾトドノホボポモヨョロヲ ―

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中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.

ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ ㅶ ㅷ ㅸ ㅹ ㅺ ㅻ ㅼ ㅽ ㅾ ㅿ ㆀ ㆁ ㆂ ㆃ ㆄ ㆅ ㆆ ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ

Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω

á à Á À é è É È ç Ç ê

Ä Ö Ü ä ö ü ß

ְ ֳ ֲ ֱ ָ ַ ֵ ֶ ִ ֹ ּ ֻ ׂ ׁ ּ פ ם ן ו ט א ר ק ף ך ל ח י ע כ ג ד ש ץ ת צ מ נ ה ב

‘ ’ “ ” 〔〕〈〉「」『』【】＂（）［］｛｝

± × ÷ ≠ ≤ ≥ ∞ ∴ ♂ ♀ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒ ≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧ ∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋－＜＝＞

、。 · ‥ … ¨ 〃 ― ∥ ＼ ∼ ´ ～ ˇ ˘ ˝ ˚ ˙ ¸ ˛ ¡ ¿ ː ！＇，．／：；？＾＿｀｜

½ ⅓ ⅔ ¼ ¾ ⅛ ⅜ ⅝ ⅞ ¹ ² ³ ⁴ ⁿ ₁ ₂ ₃ ₄

Æ Ð Ħ Ĳ Ł Ø Œ Þ Ŧ Ŋ æ đ ð ħ ı ĳ ĸ ŀ ł ø œ ß þ ŧ ŋ ŉ

А Б В Г Д Е Ё Ж З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я а б в г д е ё ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я

′ ″ ℃ Å ￠￡￥ ¤ ℉ ‰ ＄％Ｆ￦㎕㎖㎗ ℓ ㎘㏄㎣㎤㎥㎦㎙㎚㎛㎜㎝㎞㎟㎠㎡㎢㏊㎍㎎㎏㏏㎈㎉㏈㎧㎨㎰㎱㎲㎳㎴㎵㎶㎷㎸㎹㎀㎁㎂㎃㎄㎺㎻㎽㎾㎿㎐㎑㎒㎓㎔ Ω ㏀㏁㎊㎋㎌㏖㏅㎭㎮㎯㏛㎩㎪㎫㎬㏝㏐㏓㏃㏉㏜㏆

§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ ¶ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿㈜ № ㏇ ™ ㏂㏘ ℡ ＃＆＊＠ ª º

ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ

ا ب ت ث ج ح خ د ذ ر ز س ش ص ض ط ظ ع غ ف ق ک ل م ن ه و ی

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예비수학교사의 수학화 능력의 신장을 위한 일반화된 피보나치 수열의 항등식 탐구 = Inquiry some identities for the generalized Fibonacci sequence to enhance preservice mathematics teachers’ mathematising ability

한글로보기

https://www.riss.kr/link?id=A109728860

저자

허남구 (국립순천대학교)
발행기관
한국수학교육학회
학술지명
이론수학과 교직수학(Theoretical Mathematics and Pedagogical Mathematics)
권호사항

Vol.32 No.2 [2025]
발행연도
2025
작성언어
Korean
주제어

수학화 ; 피보나치 수열 ; 일반화된 피보나치 수열 ; 피보나치 항등식 ; 일반회된 피보나치 항등식 ; Mathematising ; Fibonacci sequence ; Generalized Fibonacci sequence ; Fibonacci identity ; Generalized Fibonacci identity
등재정보
KCI등재,ESCI
자료형태
학술저널
발행기관 URL
http://www.ksme.info
수록면

139-151(13쪽)
DOI식별코드
https://doi.org/10.7468/jksmeb.2025.32.2.139
제공처
ScienceON, KCI, KISS

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다국어 초록 (Multilingual Abstract)

Mathematising is emphasized in school mathematics and is considered a core competency for preservice teachers as they prepare to instruct future students. To enhance their mathematising skills, preservice mathematics teachers must engage in meaningful mathematising experiences. One such experience involves transforming thephainomenon of the Fibonacci sequence into nooumenon through the processes of generalization and abstraction. In the present study, three novel identities and twelve corollaries related to the generalized Fibonacci sequence are presented, contributing to the mathematical foundation necessary for fostering mathematising abilities.

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Mathematising is emphasized in school mathematics and is considered a core competency for preservice teachers as they prepare to instruct future students. To enhance their mathematising skills, preservice mathematics teachers must engage in meaningfu...

Mathematising is emphasized in school mathematics and is considered a core competency for preservice teachers as they prepare to instruct future students. To enhance their mathematising skills, preservice mathematics teachers must engage in meaningful mathematising experiences. One such experience involves transforming thephainomenon of the Fibonacci sequence into nooumenon through the processes of generalization and abstraction. In the present study, three novel identities and twelve corollaries related to the generalized Fibonacci sequence are presented, contributing to the mathematical foundation necessary for fostering mathematising abilities.