• Title/Summary/Keyword: 수학교실에서의 증명

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THE PROCESS OF NEGOTIATION OF PROOFS ACCEPTABLE TO MATHEMATICS CLASSROOM (수학교실에서 수용 가능한 증명의 상호 교섭 과정)

  • Kim, Dong-Won
    • Journal of Educational Research in Mathematics
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    • v.18 no.4
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    • pp.455-467
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    • 2008
  • We need to reflect the establishment of meaning and level of 'proof and argumentation in middle school mathematics'. It should be considered as human activity through communication in community. Thus, we should design instruction from this standpoint. From this point of view, we had been operated 'Geometry Inquiry Class' aimed at middle school students in eighth grade for two years to improve current geometry class in middle school. In this study, we will observe how individual students' original proof schemes are developed and accepted to the class through the process of mutual negotiation between the teacher and students. The episode with four phases begins with the initial proof schemes students have offered. Through the negotiation of class participants, it gives birth to the proof scheme unique to the current geometry classroom. Why do we pay attention to the process? It is because we think that the value of this type of instruction lies in the process of communication and mutual understanding and mutual reference, not in the completeness of the final product. This is the very appropriate proof in the middle school mathematics classroom.

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Arguments from Physics in Mathematical Proofs : the Center of Gravity of a Triangle (수학적 증명에서의 물리적 논증 : 삼각형의 무게중심)

  • Kim, Seong-A
    • Journal of Science Education
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    • v.34 no.1
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    • pp.175-184
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    • 2010
  • We agree with Hanna and Jahnke's assertion on the use of arguments from physics in mathematical proofs and analyze their educational example of the use of arguments from physics in the proof of the center of gravity of a triangle. Moreover, we suggest practical models for the center of gravity of a triangle for the demonstration in a classroom. Comparing with the traditional mathematical arguments, the role of concepts and models from physics in arguments from physics will be clearly pointed out. Also, the necessity for arguments from physics in the classroom will be discussed in this paper.

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