삼각부등식 개념형성을 위한 문제해결 과정에 나타나는 초등학생의 수학적 사고와 교사의 역할

Abstract

The purpose of this study was to examine the mathematical thinking of elementary school students during the problem-solving process to form the concept of triangle inequality and provide some educational suggestions on teacher roles. Teaching plans were mapped out to teach the concept of triangle inequality to selected fourth-grade elementary school students. A primary test was conducted to analyze their mathematical thinking that took place while they solved given problems to build the concept of triangle inequality. In a secondary test, reactions of mathematical thinking students showed to questions of their teachers were analyzed. As a result, upper-tiered students could think mathematically on their own without questions of their teacher in the stage of understanding problems and in the stage of planning. They then solved these problems. Students in middle and lower tiers found clues through questions of their teachers and then engaged in problem solving. At that time, mathematical thinking of these students depended on types of teacher questions. Even if their mathematical thinking was expressed by themselves, it was confirmed that their mistake could not proceed to the next step. Therefore, when students need to solve problems to frame mathematical concepts, it is advisable for their teacher to provide an opportunity for them to solve these problems on their own.