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수학 문제해결 과정에서 학습행위 형성 수준에 대한 연구

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dc.contributor.author한인기-
dc.contributor.author강나경-
dc.date.accessioned2022-12-27T00:02:30Z-
dc.date.available2022-12-27T00:02:30Z-
dc.date.issued2014-
dc.identifier.issn1225-1380-
dc.identifier.issn2287-9633-
dc.identifier.urihttps://scholarworks.gnu.ac.kr/handle/sw.gnu/20018-
dc.description.abstractIn this paper, we summarize briefly some of the most salient features of Repkina & Zaika's theory oflearning action formation levels. We concretize Repkina & Zaika's theory by comparing various points of viewof Uoo, Polya, Krutetskii, and Davydov et al. In this study we are able to diagnose students' learning actionformation levels in the process of mathematics problem solving. In addition we use interview method to collectvarious information about students' levels. As a result we suggest data related with each level of learningaction formation, and characteristics of students who belong to each level of learning action formation.-
dc.format.extent18-
dc.language한국어-
dc.language.isoKOR-
dc.publisher한국수학교육학회-
dc.title수학 문제해결 과정에서 학습행위 형성 수준에 대한 연구-
dc.title.alternativeA study on learning action formation levels in the process of mathematics problem solving-
dc.typeArticle-
dc.publisher.location대한민국-
dc.identifier.bibliographicCitation수학교육, v.53, no.1, pp 75 - 92-
dc.citation.title수학교육-
dc.citation.volume53-
dc.citation.number1-
dc.citation.startPage75-
dc.citation.endPage92-
dc.identifier.kciidART001849841-
dc.description.isOpenAccessN-
dc.description.journalRegisteredClasskci-
dc.subject.keywordAuthorlearning action levels-
dc.subject.keywordAuthoractivity theory-
dc.subject.keywordAuthorproblem solving-
dc.subject.keywordAuthor학습행위-
dc.subject.keywordAuthor수준-
dc.subject.keywordAuthor자립성-
dc.subject.keywordAuthor문제해결-
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