수학교육에서의 반성의 의미와 역할에 대한 고찰

Abstract

The history of mathematics education in late of the 19th century is represented for the New Math from the late 1950s to the late 1960s, Back to the Basics in the 1970s, and Problem Solving and Meta-cognition in the 1980s considering the unit of a decade. Especially meta-cognition became the centered interest as a main subject of the mathematics education studies together with problem solving education in the 1980s. And lots of researches concerned with it have been even progressed recently with activity. But, despite the advance in studies like this, there is a problem that cognition regarding the concept of the meta-cognition is not necessarily positive. In fact, the notion of meta-cognition has been pointed out continually because of the ambiguity and uncertainty from the initial stage up to recently. However, though these questions aren't raised lately, the school of mathematics education has just dived in studies applying to the concept of meta-cognition. There is almost no researches intended to reveal the concept itself. Although the status of the meta-cognition in mathematics education lies in the application stage equivalent to the final stage, it can be said that it is placed in contradictory situation which fundamental problems are unsolved. Therefore, it is essential at this point in time that the work of examining the concept of meta-cognition closely. This study has an intention to find out the nature of the concept of meta-cognition in aspects of mathematics education having a critical mind.