대한수학교육학회지:학교수학 (School Mathematics)
- 제10권1호
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- Pages.123-138
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- 2008
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- 1229-4322(pISSN)
넓이 개념의 SMSG 교수-학습 방식에 대한 비판적 고찰
A Critical Study on the Teaching-Learning Approach of the SMSG Focusing on the Area Concept
- Park, Sun-Yong (Gyeongin National University of Education) ;
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Choi, Ji-Sun
(Gyeongin National University of Education) ;
- Park, Kyo-Sik (Gyeongin National University of Education)
- 발행 : 2008.03.31
초록
이 연구의 목적은 새수학의 전형이라 할 수 있는 SMSG의 넓이 교수-학습 방식에 대한 비판적 고찰을 통해 새수학 실패의 원인을 교수학적 측면에서 밝히는 것이다. SMSG의 계량도식에 따른 넓이 도입 방식의 독특성에 대해 파악하기 위해 Euclid의
The objective of this paper is to reveal the cause of failure of New Math in the field of the SMSG area education from the didactical point of view. At first, we analyzed Euclid's (Elements), De Morgan's (Elements of arithmetic), and Legendre's (Elements of geometry and trigonometry) in order to identify characteristics of the area conception in the SMSG. And by analyzing the controversy between Wittenberg(1963) and Moise(1963), we found that the elementariness and the mental object of the area concept are the key of the success of SMSG's approach. As a result, we conclude that SMSG's approach became separated from the mathematical contents of the similarity concept, the idea of same-area, incommensurability and so on. In this account, we disclosed that New Math gave rise to the lack of elementariness and geometrical mental object, which was the fundamental cause of failure of New Math.
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