프락시올로지-기반 수학과제의 분석과 설계

Abstract

Praxeology is a fundamental concept in Anthropological Theory of the Didactic established by Chevallard. This study examined the meanings and significance of praxeology-based analysis and design of mathematical tasks theoretically and empirically. We first clarified the meanings of praxeology-based analysis and design through theoretical review on literature. Then we reported the significance of praxeology-based analysis and design by exploring previous research. Finally, we validated those meanings and significance through empirical analysis on the case of praxeology-based analysis and design of the mathematical tasks about sum of interior angles of a polygon, which is conducted by a researcher-teacher inquiry community. Two implications are obtained from this study. First, through praxeology-based analysis on mathematical tasks, one can capture and discuss the detailed contents and forms of external didactic transposition which is facilitated by didactic noosphere. The impact of external didactic transposition on classroom instruction and practical suggestions for external didactic transposition can be illustrated by and induced from praxeology- based analysis. Second, teachers who plan their lessons based on designed tasks can utilize praxeology of mathematical tasks as a basic framework. Teachers can plan, analyze and understand their lessons using praxeology.