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.
논문 기본 정보
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- 2014
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이 논문의 연구 히스토리 (3)
2014
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From the revised Mathematic curriculum on 2009 edition, as one of the desired role model, they specify the person who communicate to the world, demonstrating their creativity.
Therefore, this thesis will find the meaning and components of mathematical creativity and analyze the standard to the geometry unit in math textbook introduction part of first grade in middle school and the categories of Sun-ha Im’s creativity DESK module which will be exposed with creativity.
Mathematical creativity means that analyzing mathematical problems in diverse ways and draw the result by combining the reasons of the problem and mathematical ideas.
The component is based on the component of general creativity and it is very common among the scholars who has great fluency, flexibility, creativity and accuracy,
So, as the increasing question criteria on the Sun-ha Im ’s creativity DESK model, we analyzed 6 kinds middle school first grade’s math textbook geometry unit and total 180 questions show their creativity on the surface with the introduction part and 6kinds of textbook has similar question number. Also, after analyzing the question which increase creativity, flexibility(S-4) is the most highest portion (42.3% of the whole) and then the order is following: accuracy(S-6, 28.8%), fluency(S-3, 23.2%), creativity(S-5, 5.7%). Also, Compare with the question number which is satisfying the sub-element of the question standard which is increasing creativity, S-4-3 comes the most as 36 questions.
Therefore, this thesis will find the meaning and components of mathematical creativity and analyze the standard to the geometry unit in math textbook introduction part of first grade in middle school and the categories of Sun-ha Im’s creativity DESK module which will be exposed with creativity.
Mathematical creativity means that analyzing mathematical problems in diverse ways and draw the result by combining the reasons of the problem and mathematical ideas.
The component is based on the component of general creativity and it is very common among the scholars who has great fluency, flexibility, creativity and accuracy,
So, as the increasing question criteria on the Sun-ha Im ’s creativity DESK model, we analyzed 6 kinds middle school first grade’s math textbook geometry unit and total 180 questions show their creativity on the surface with the introduction part and 6kinds of textbook has similar question number. Also, after analyzing the question which increase creativity, flexibility(S-4) is the most highest portion (42.3% of the whole) and then the order is following: accuracy(S-6, 28.8%), fluency(S-3, 23.2%), creativity(S-5, 5.7%). Also, Compare with the question number which is satisfying the sub-element of the question standard which is increasing creativity, S-4-3 comes the most as 36 questions.
목차
I. 서론 11. 연구의 필요성 및 목적 12. 연구 문제 23. 연구의 범위 및 제한점 3II. 이론적 배경 41. 창의성의 개념 41) 일반적 창의성의 의미 42) 수학적 창의성의 의미 62. 수학적 창의성의 구성 요소 81) 유창성(Fluency) 82) 융통성(Flexibility) 93) 독창성(Originality) 104) 정교성(Elaboration) 113. 임선하의 창의성 DESK 모형 121) 창의성의 DESK 모형 122) 창의성을 증가시키는 문항 기준 13(1) 유창성을 증가시키는 문항 기준 14(2) 융통성을 증가시키는 문항 기준 14(3) 독창성을 증가시키는 문항 기준 15(4) 정교성을 증가시키는 문항 기준 15III. 연구대상 및 연구방법 161. 연구 대상 162. 연구방법 17IV. 수학교과서 문항분석 181. 창의성문항분석 181) 교학사(A) 182) 두산 동아(B) 253) 미래엔(C) 314) 좋은 책 신사고(D) 375) 지학사(E) 456) 천재 교과서(F) 542. 전체 교과서의 창의성 문항 분석 및 비교 61V. 결론 및 제언 65ABSTRACT 70
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