중학생의 일차함수 개념 형성 과정 담화 분석
Discourse analysis of middle school students' formation process on linear function concept
The study applied Sfard's discourse theory to analyse the student's concept formation process of a linear function. For in-depth analysis of discourse, the language analysis framework was constructed by reflecting the neo-Piagetian model of Ruthford and applied for middle school students' linear function classes. A total 6 classes were held over three weeks in July, 2018. We recorded the linear function classes for 4 8th graders who didn't learn and transferred it. In addition, we performed the paper test and the interview after all classes and compared its results with the level of concept understanding in the discourse. As a result, various discourse patterns of the students were observed in the course of the linear function explanatory class and presentation class. Students were found to be using visual mediators (e. g. graphs, coordinates) to expand or correct narratives, and to acquire the concept of linear function through the acquisition of objective social knowledge and the modification of routines. In the explanatory instruction, there were a lot of student' accommodation states which link between existing knowledge and new knowledge. And accommodation states for corrections of the students' routine and narratives were founded in the presentation classes
- 원문이 없습니다.
- 원문이 없습니다.
유료 다운로드의 경우 해당 사이트의 정책에 따라 신규 회원가입, 로그인, 유료 구매 등이 필요할 수 있습니다. 해당 사이트에서 발생하는 귀하의 모든 정보활동은 NDSL의 서비스 정책과 무관합니다.
원문복사신청을 하시면, 일부 해외 인쇄학술지의 경우 외국학술지지원센터(FRIC)에서
무료 원문복사 서비스를 제공합니다.