현장 교육에서 미적분학 극한 개념에 대한 역사적 발전과정을 통한 융·복합적 교수·학습 방법과 교과개편 제언

Abstract

In the 21st century, the knowledge and information society is rapidly changing and knowledge is exploding due to the unthinkable development of science and technology. Considering this, it is only natural that there should be internal and external changes in the existing secondary mathematics textbooks and university liberal arts mathematics.
 The purpose of this study is to examine the fusion and complex elements of the historical development of extreme concepts in the Greek, Middle, Modern, and 17th and 19th centuries, and to suggest the convergence and learning methods and curriculum that can be presented to students when teaching calculus in field education.
 Through this study, we find that the limit concepts currently dealt with in the secondary education field are historical products created by convergence over a long period of time, and, according to the learning goal of the limit concept, teaching and learning methods such as project-based learning (PBL), creative problem-solving learning, heuristic learning, mathematicaliation inquiry learning using ICT, and question-and-answer and discussion classes were proposed. In addition, this study only discussed limit concepts, but suggests that other problems such as number concepts, equation and function concepts, geometric problems, probability and statistics problems in secondary school content are long-standing historical products. And it suggests the need to reflect this when reorganizing the subject.