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identifier#P\X D \ Y P! X l \ l(A) study on the construction of mathematical contents through the analysis of the conceptual representation in the mathematics curriculum1990P!Y YP!
tTŐYP P!YMasterMaster's ThesisThis study investigated the levels of understanding the mathematical concepts and suggested the research method to find a appropriate sequence of mathematics contents in the mathematics curriculum. Also, the study suggested how those levels could be used to develop the Curriculum materials and evaluation tool for understanding.
One hundred seven students selected from Dong weon high School participated in the experimental part of this study.
The informally also, formally constructed testing tool based on EIS theory was developed and the protocols written by a few students were analyzed.
The conclusions drawn from the results obtained in this survey are as follows:
1. It is desirable to reduce the mathematical terms which is related to the definition of a mathematical functions. For example, A function f from a domain X to a Codomain Y is a relationship that assigns to each elements of X to a uniquely determined element of Y. but this function f can be describe as follows: from a set X to a set Y without naming a domain, codomain. this is one example that the mathematical language is seriously pushed into low ability group.
2. There are need to develop the concretely developed teaching materials about mathematical symbol. Here, it is necessary that the developed teaching materials should be provided. For example, the students does not use the term, domain, Codomain and they do not know the exact meaning of those terms. The reason why these situation arise is that the teaching materials for variables, value of variable, and domain does not developed in details.
3. There are need to exercise the concepts of function in many ways. That is to say, to study Variously how the graph and range of function are changing according as the area of function is magnified to natural numbers, integers, and real numbers.
4. The students were lacking for the understanding of concepts of range and for the translating the infinite sets to {x \ p(x) } where p(x) was open sentence.
It was observed that the students must learn the informally developed materials (advanced IPI program) before introducing the formally developed text book about the mathematical symbols. For example, there is need to exercise the meaning of symbol f, set X, Y, !, through the concrete mathematical activities before teaching function f:X ! Y.; lX @, Y P!X Ĭ YX tt| <\ ։Ĭl1D XՔp . DŸ YX PX ttD EX, YX ĳ| \ P| XՔp t| Ż \֩XՔ| |X, P!X l L@ tt!8mD XՔp (x t .
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