The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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A study of the in-service teachers' and pre-service teachers' recognition the domain in the problem of the continuity of a function

함수의 연속을 판단하는 문제에서 현직교사와 예비교사의 정의역 인식 조사

  • Lee, Se Hyung (Department of Mathematics Education, Graduate School of Kyungpook National University) ;
  • Chang, Hyun Suk (Department of Mathematics Education, Graduate School of Kyungpook National University) ;
  • Lee, Dong Won (Department of Mathematics Education, Kyungpook National University)
  • Received : 2018.11.01
  • Accepted : 2018.11.23
  • Published : 2018.11.30
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Abstract

In this paper we study in-service teachers' and pre-service teachers' recognition the domain in the problem concerning the continuity of a function. By a questionnaire survey we find out that most of in-service teachers and pre-service teachers are understanding the continuity of a function as explained in high school mathematics textbook, in which the continuity was defined by and focused on comparing the limit with the value of the function. We also notice that this kind of definition for the continuity of a function makes them trouble to figure out whether a function is continuous at an isolated point, and to determine that a given function is continuous on a region by not considering its domain explicitly. Based on these results we made several suggestions to improve for in-service teachers and pre-service teachers to understand the continuity of a function more exactly, including an introduction of a more formal words usage such as 'continuous on a region' in high school classroom.

Keywords

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[그림 2] 문항 1-2에 대한 예비교사의 응답 이유(유형1) [Fig. 2] Reason for pre-service teacher's response to questions 1-2 (Type 1)

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[그림 3] 문항 1-2에 대한 예비교사의 응답 이유(유형 2) [Fig. 3] Reason for pre-service teacher's response to questions 1-2 (Type 2)

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[그림 1] 문항 1-2에 대한 현직교사의 응답 이유 [Fig. 1] Reason for in-service teacher's response to questions 1-2

[표 1] 성취기준(교육인적자원부, 2007; 교육과학기술부, 2011; 교육부, 2015) [Table 1] Achievement Standards(Ministry of Education and Human Resources Development, 2007; Ministry of Education, Science and Technology, 2011; Ministry of Education, 2015)

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[표 2] 교수 ⦁ 학습상(방법)의 유의점(교육인적자원부, 2007; 교육과학기술부, 2011; 교육부, 2015) [Table 2] Guidelines for teaching and learning(Ministry of Education and Human Resources Development, 2007; Ministry of Education, Science and Technology, 2011; Ministry of Education, 2015)

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[표 3] 연속함수의 정의 [Table 3] Definition of a continuous function

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[표 4] 현직교사의 교직경력 [Table 4] Teaching career of in-service teachers

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[표 8] 문항 1-1에 대한 현직교사와 예비교사의 응답 [Table 8] Response of in-service teachers and pre-service teachers to question 1-1

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[표 5] 현직교사의 학력 [Table 5] Academic background of in-service teachers

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[표 6] 현직교사의 담당학년 [Table 6] School years in charge of in-service teachers

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[표 7] 예비교사의 학년 [Table 7] Pre-service teachers’ school years

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[표 10] 문항 1-2에 대한 현직교사와 예비교사의 응답 [Table 10] Response of in-service teachers and pre-service teachers to question 1-2

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[표 12] 문항 2에 대한 예비교사의 응답(학년별) [Table 12] Response of pre-service teachers to question 2(By grade)

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[표 11] 문항 2에 대한 현직교사와 예비교사의 응답 [Table 11] Response of in-service teachers and pre-service teachers to question 2

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[표 13] 문항 3에 대한 현직교사와 예비교사의 응답 [Table 13] Response of in-service teachers and pre-service teachers to question 3

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[표 9] 문항 1-1에 대한 예비교사의 응답 [Table 9] Response of pre-service teachers to question 1-1

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