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Article

전자저널 논문

2019; 29(3): 425-452

Published online August 31, 2019 https://doi.org/10.29275/jerm.2019.8.29.3.425

Copyright © Korea Society of Education Studies in Mathematics.

Learning of Teacher Community through Designing of Mathematical Induction Tasks: A Case of a Co-learning Inquiry Community

수학적 귀납법 단원의 과제 설계를 통한 교사 공동체의 학습: 공동학습형 연구공동체의 활동 사례를 중심으로

이경화, 서민주, 이은정, 박미미, 송창근

Abstract

Mathematical induction has been known to be difficult topic for didactic transposition, especially for tasks designs, due to the formality of reasoning structures and expressions embedded in them. This study organized a co-learning inquiry community with teachers and researchers to overcome these difficulties and to lead the learning of teacher community. A series of activities consisting of tasks design, implementation, and reflection were conducted. Then the learning of teacher community was analyzed by describing which knowledge elements were developed. As a result, teacher community drew a proof-planning activity as a didactic strategy and designed tasks that enable students to recognize the recursibility of the proposition function as they rediscover the roles of inductive definitions of sequence and operations. Through this, teacher community developed the knowledge of the logical structure of mathematical induction, knowledge of students understanding and difficulties about learning mathematical induction, and knowledge of didactic strategies which support the learning process of mathematical induction.

Keywords수학적 귀납법,과제설계,공동학습형 연구공동체,교수를 위한 수학적 지식,교사 공동체의 학습,Mathematical induction,Tasks design,Co-learning inquiry community,Mathematical knowledge for teaching,Learning of teacher community