GSP를 활용한 도형 지도에 관한 연구

Abstract

ABSTRACT

A study on the teaching of geometric shapes using GSP -Focused on second grade middle school-

Kim Mi-ae Advisor : Prof. Han Seung-gook Ph.D Major in Mathematics Education, Graduate School of Education, Chosun University

In the information oriented society the self-directed ability to collect and interpret information out of a large pool to extract portions and utilize them to one's need is important. Likewise, in mathematical education the ability to explore and discover new horizons, as opposed to accepting prior knowledge, is gaining emphasis. This trait enhances the learner's intelligence and is instrumental in solving problems mathematically in both everyday life and academic fields. When utilized in class, computers can visualize abstract mathematical concepts and assist students in manually manipulating and deducing the concepts before they formally prove a proposition, to interest them in mathematics and alleviate any possible confusion. They can also enhance mathematical thinking by systematically analyzing a problem solving methodology, the logic of solutions, and any further errors. In current middle school geometry classes proving and deducing geometry are emphasized. However the reality is that deduction is required in an overly perfunctory fashion, causing students to simply memorize geometric figures' properties to use them in problem solving. One researcher observed that the conventional method of teaching on a chalkboard was inadequate in inducing self-directed studying methods and chose to use GSP, a type of investigative software, to observe what changes came to middle school students' understanding process of geometric figures' properties. Specifically, he collected data based on four students who hadn't learned the second semester curriculum that includes the "Geometric Figures' Properties" chapter. First he surveyed and evaluated them to isolate the difficulties they experienced in learning that specific chapter. Then, he taught the group based on his unique teaching plan, minutely observing and analyzing how the students constructed figures. Finally, he conducted a survey on the students' achievement and satisfaction levels on his instruction. GSP-based instruction succesfully induced interest in the target students - they were amused when they tried out the GSP system themselves, eventually grew more confident with geometry and experienced an accelerated thinking process in approaching proofs. There should be continuous development in similar computer-aided learning material for geometry so that more meaningful learning is possible for students.