수학적 귀납법 단원의 과제 설계를 통한 교사 공동체의 학습: 공동학습형 연구공동체의 활동 사례를 중심으로

Abstract

Mathematical induction has been known to be difficult topic for didactic transposition, especially for tasks designs, due to the formality of reasoning structures and expressions embedded in them. This study organized a co-learning inquiry community with teachers and researchers to overcome these difficulties and to lead the learning of teacher community. A series of activities consisting of tasks design, implementation, and reflection were conducted. Then the learning of teacher community was analyzed by describing which knowledge elements were developed. As a result, teacher community drew a proof-planning activity as a didactic strategy and designed tasks that enable students to recognize the recursibility of the proposition function as they rediscover the roles of inductive definitions of sequence and operations. Through this, teacher community developed the knowledge of the logical structure of mathematical induction, knowledge of students understanding and difficulties about learning mathematical induction, and knowledge of didactic strategies which support the learning process of mathematical induction.