잠재적 구성 영역(ZPC)에서 상호작용을 통한 가역성의 학습 가능성에 대한 사례 연구

Abstract

The role of interaction in mathematics education has been steadily studied. However, from the viewpoint of operations and schemes, research analyzing the relationship between interaction and learning or research analyzing the process of learning through interaction was insufficient. This study aimed to analyze the process in which concepts existing in the zone of potential construction becomes the actual level of development from the viewpoint of operations and schemes. To this end, the case of a student who experienced interactive communication related to reversibility was analyzed. The student showed significant mathematical activities through interactions with peer and teacher, but these activities did not lead to actual learning. This paper showed the following conclusions. The process in which concepts existing in the zone of potential construction becomes an actual construction requires interaction and involves changes in various mathematical activities, but learning does not occur only through the accumulation of these interactions or the experience of changing mathematical activities. It requires cognitive construction activities.