2007 개정 교육과정에 따른 중학교 기하영역의 연계성 및 단절성 분석

Abstract

In mathematics, geometry is one of very important areas which has developed with a long history as an independent learning. Geometry is very useful for our daily lives and closely related to other areas as well. In addition, it is an inevitable area that can't be disregarded in teaching students because learning geometry can enhance their logical thinking and creativity. However, many students have difficulties in geometry. There might be so many different reasons. As one important reasons, they can understand the property of figures intuitively at an elementary school, but from middle school, they ought to understand it by giving proofs - deductive reasoning. In other words, most students understand those figures that they learned from an elementary school with intuition until they can become the 2nd grade of middle school, but they come to face difficulties in learning the figures because of having to give proof which appeared suddenly in the 2nd grade of middle school. Therefore, this study looks at the necessity of modern geometric education, reviews learning objectives and activities based on 2007 revised educational curriculum in middle school, classifies the geometric areas into 10 sub-categories, and finds the connectivity by step. Furthermore, this study looks at the subsequent discontinuity, presents counter-measures, and expect much better learning effects in geometric areas in middle school.