과제정보
이 연구는 인천대학교 2021년도 자체연구비 지원에 의해 연구되었음.
참고문헌
- Boaler, J. (1993). The Role of contexts in the mathematics classroom: Do they make mathematics more "real"? For the learning of mathematics, 13(2), 12-17.
- Brousseau, G., & Warfield, V. M. (1999). The case of Gael. The Journal of Mathematical Behavior, 18(1), 7-52. https://doi.org/10.1016/S0732-3123(99)00020-6
- Bruner, J. (1986). Actual minds, possible worlds. Harvard university press.
- Chapman, O. (2006). Classroom practices for context of mathematics word problems. Educational Studies in Mathematics, 62(2), 211-230. doi:10.1007/s10649-006-7834-1
- Depaepe, F., De Corte, E., & Verschaffel, L. (2010). Teachers' approaches towards word problem solving: Elaborating or restricting the problem context. Teaching and Teacher Education, 26(2), 152-160. doi:10.1016/j.tate.2009.03.016
- Depaepe, F., De Corte, E., & Verschaffel, L. (2015). Students' non-realistic mathematical modeling as a drawback of teachers' beliefs about and approaches to word problem solving. In From beliefs to dynamic affect systems in mathematics education (pp. 137-156). Cham: Springer.
- Duan, X., Depaepe, F., & Verschaffel, L. (2011). Chinese upper elementary school mathematics teachers' attitudes towards the place and value of problematic word problems in mathematics education. Frontiers of Education in China, 6(3), 449-469. doi:10.1007/s11516-011-0141-3
- Gravemeijer, K. (1997). Solving word problems: A case of modelling? Learning and Instruction, 7(4), 389-397. https://doi.org/10.1016/S0959-4752(97)00011-X
- Greer, B. (1993). The mathematical modeling perspective on wor(l)d problems. The Journal of Mathematical Behavior, 12, 239-250.
- Greer, B. (1997). Modelling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7(4), 293-307. https://doi.org/10.1016/S0959-4752(97)00006-6
- Heo, J. S. (2008). An analysis of seventh graders' cognition on realistic word problems. Master Thesis. Graduate School of Korea National University of Education.
- Hwang, S. et al. (2018). Middle school mathematics 1. Seoul: Mirae-n Company.
- Inoue, N. (2005). The realistic reasons behind unrealistic solutions: the role of interpretive activity in word problem solving. Learning and Instruction, 15(1), 69-83. doi:10.1016/j.learninstruc.2004.12.004
- Lee, J. Y. et al. (2018). Middle School Mathematics 1. Seoul: Chunjae.
- Kim, H. et al. (2018) Middle school mathematics 1. Seoul: Shinsago Company.
- Kim, M. K. (2004). Children's realistic response on realistic word problems. Journal of Korea Society of Educational Studies in Mathematics, 6(2), 135-151.
- Released PISA Items Maths (2006). Project Consortium: Australian Council for Educational Research, Retrieved May 9, 2021, from https://www.oecd.org
- Reusser, K., & Stebler, R. (1997). Every word problem has a solution-The social rationality of mathematical modeling in schools. Learning and Instruction, 7(4), 309-327. https://doi.org/10.1016/S0959-4752(97)00014-5
- Schoenfeld, A. H. (1991). On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 311-343). Hillsdale: Lawrence Erlbaum Associates.
- Park, K.(2006). A Study on didactical contracts as hidden rules in managing mathematics class, Journal of Educational Research in Mathematics, 16(1), 43-58
- Verschaffel, L., De Corte, E., & Borghart, I. (1997). Pre-service teachers' conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems. Learning and Instruction, 7(4), 339-359. https://doi.org/10.1016/S0959-4752(97)00008-X
- Verschaffel, L., De Corte, E., & Lasure, S. (1994). Realistic considerations in mathematical modeling of school arithmetic word problems. Learning and Instruction, 4(4), 273-294. https://doi.org/10.1016/0959-4752(94)90002-7
- Yoshida, H., Verschaffel, L., & De Cort, E. (1997). Realistic considerations in solving problematic word problems: Do Japanese and Belgian children have the same difficulties?. Learning and Instruction, 7(4), 329-338. https://doi.org/10.1016/S0959-4752(97)00007-8