단위 조정 수준이 다른 중학교 2학년 세 명의 비례와 일차함수 문제 해결 과정에서 나타나는 특징

Abstract

This study aims to examine the relationship between students' units coordination abilities and their problem-solving strategies within the realm of school mathematics, with a focus on the effects of disparate units coordination skills on navigating proportion and linear function problems. The study conducted in-depth interviews with students, with attention on the application of students' units coordination abilities to fraction multiplication problems. The analysis focused on clarifying the way students' proportional reasoning - which is contingent on their units coordination levels - and their quantitative reasoning apply to linear function problems. The study's findings underscore a close relationship between students’ problem-solving methods for proportion problems, guided by their respective units coordination levels, and students' strategies in handling linear function problems. Further discussion includes students' units coordination abilities, the concepts of ratios and proportions, and how they relate to students' understanding of linear functions, providing pedagogical insights for the teaching and learning of these fundamental mathematical concepts.