• Title/Summary/Keyword: semiconcrete object

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A Study on Application of Concrete Object and Semi-Concrete Object in Elementary Geometry Learning (초등기하 학습에서의 구체물과 반구체물 활용에 대한 연구)

  • Yim, Youngbin;Hong, Jin-Kon
    • School Mathematics
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    • v.18 no.3
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    • pp.441-455
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    • 2016
  • The position as saying that the math learning needs to begin from what diversely presents concrete object or familiar situation is well known as a name dubbed CSA(Concrete-Semiconcrete-Abstract). Compared to this, a recent research by Kaminski, et al. asserts that learning an abstract concept first may be more effective in the aspect of knowledge transfer than learning a mathematical concept with concrete object of having various contexts. The purpose of this study was to analyze a class, which differently applied a guidance sequence of concrete object, semi-concrete object, and abstract concept in consideration of this conflicting perspective, and to confirm its educational implication. As a result of research, a class with the application of a concept starting from the concrete object showed what made it have positive attitude toward mathematics, but wasn't continued its effect, and didn't indicate significant difference even in achievement. Even a case of showing error was observed rather owing to the excessive concreteness that the concrete object has. This error wasn't found in a class that adopted a concept as semi-concrete object. This suggests that the semi-concrete object, which was thought a non-essential element, can be efficiently used in learning an abstract concept.