기하 영역의 학습자 오류에 관한 고찰
- Issued Date
- The investigation on learners' misconception
on the area of geometry
-In middle school-
Advisor : Prof. Han Seung-gook Ph.D.
Major in Mathematics Education
Graduate School of Education, Chosun University
The purpose of this study is to find the errors in geometry of students who have completed their second year in middle school
For this purpose, I established two research problems.
(1) What forms of errors exist in problem-solving in geometry?
(2) What is the adequate teaching methodology in response to these problem-solving errors?
For a closer analysis of the research I set as a research pool 65 students in two second grade classes of Yeo-do middle school, located in Yeo-su of the Chonnam province. The test material used to examine the students' errors in geometry and the survey sheets regarding students' interest in mathematics were created authentically by the researcher ?C I.
As a result of analyzing the results of the test material, the errors could be categorized into the following four categories: ↘: Lack of core knowledge, ♭: wrong application of operators, ♩: unanticipated wrong answers, ♪: ambivalent error.
The following results were sought from this study.
First, students tend to misunderstand or poorly understand the definitions, theorems and new symbols, consequently failing to use them properly
Secondly, they tend to absentmindedly confront word problems or fail to adequately understand them and consequently fail to produce the right answer
Thirdly, instead of thinking in many ways, they tend to attempt to solve problems quickly and easily with only their instincts and estimations.
- Alternative Title
- The investigation on learners' misconception on the area of geometry : In middle school
- Alternative Author(s)
- Jeon Min-jeong
- 교육대학원 수학교육
- Awarded Date
- 2011. 2
- Table Of Contents
- 목 차
??. 서 론 ····················································································· 1
A. 연구의 필요성 및 목적 ······················································· 1
B. 연구 문제 ··············································································· 3
C. 연구의 제한점 ········································································ 3
??. 이론적 배경 ············································································ 4
A. 기하 교육 ·············································································· 4
B. 오류 ························································································ 9
??. 연구 방법 및 절차 ···························································· 13
A. 연구 대상 ·············································································· 13
B. 검사 문항 구성 ······································································· 13
C. 문항 검사 방법 ··································································· 15
??. 연구 결과 및 분석 ··························································· 16
A. 설문 조사 및 문항 검사의 결과와 분석 ························ 16
B. 분야별 지도 방안 ································································· 30
??. 결론 및 제언 ······································································· 33
참고 문헌 ······················································································· 35
검사 문항지 ·································································· 37
- 조선대학교 교육대학원
- 전민정. (2010). 기하 영역의 학습자 오류에 관한 고찰
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