지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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Given the importance of mathematical connections in instruction, this paper analyzed the objects and the methods of mathematical connections according to the lesson flow featured in 20 elementary lessons selected as effective instructional methods by local educational offices in Korea. Mathematical connections tended to occur mainly in the introduction, the first activity, and the sum-up period of each lesson. The connection between mathematical concept and procedure was the most popular followed by the connection between concept and real-life context. The most prevalent method of mathematical connections was through communication, specifically the communication between the teacher and students, followed by representation. Overall it seems that the objects and the methods of mathematical connections were diverse and prevalent, but the detailed analysis of such cases showed the lack of meaningful connection. These results urge us to investigate reasons behind these seemingly good features but not-enough connections, and to suggest implications for well-connected mathematics teaching.
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참고문헌 (16)
참고문헌 신청
Businkas, A. / 2005 / Making mathematical connections in the teaching of school mathematics / Proceedings of the 27th annual meeting of the North American Chapter of the Internatio
Coxford, A / 1995 / The case for connections, In Connecting mathematics across the curriculum / NCTM : 3 ~ 12
Lampert, M. / 2001 / Teaching problems and the problems of teaching / Yale University Press
Leikin, R. / 2007 / Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks / Educ
Leong, Y. H. / 2012 / Presenting mathematics as connected in the secondary classroom, In Reasoning, communication and connections in mathematics / Association of Mathematics Educators :
Coxford, A / 1995 / The case for connections, In Connecting mathematics across the curriculum / NCTM : 3 ~ 12
Lampert, M. / 2001 / Teaching problems and the problems of teaching / Yale University Press
Leikin, R. / 2007 / Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks / Educ
Leong, Y. H. / 2012 / Presenting mathematics as connected in the secondary classroom, In Reasoning, communication and connections in mathematics / Association of Mathematics Educators :
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