Van Hiele 기하 학습 수준 이론에 기초한 수학 교실에서의 로봇 활용 방안 탐색

Abstract

The study analyzed changes in students' behavior by designing robot programming activities and linking them to mathematical concepts that are covered in school mathematics classes to introduce robots, one of the most representative technology in the era of the fourth industrial revolution. Mathematics classes in this study were designed based on LOGO and Lego Mindstorm activity levels(Rim & Choi, 2019) according to the Van Hiele levels. In problem solving situations using robots, DBL uint( Design Based Learning unit) was based on how students solved the problem by combining the content elements of the geometric area and the programing elements contained in the mathematics curriculum according to the Van Hiele levels. The implications based on the results of this study are as follows: First, robot programming classes in math classes should be carefully designed, taking into account mathematical contents and learners' level. Second, robot programming activities in the mathematical classes should meticulously design learning activities by taking into account procedures such as DBL units so that students can have experience in activating logical and critical thinking and systematically solving problems. Third, mathematics classes using robots should be conducted as a group activity so that students can experience a dynamic process of sharing and agreeing on knowledge through active communication. Fourth, teachers should serve as facilitators to help students complete their task exploration in a timely manner with sufficient knowledge of robot programming activities.