Abstract

The purpose of this study was to provide teachers with suggestions on how to teach the unit of finding the area of plane figure by analyzing students' different solution methods. The solution methods were analyzed according to how the original area of the given figure was kept: partition, transformation, and elimination. The partition method was most used. With regard to transformation, students seemed to find it easy to use the area of rectangle. With regard to elimination, students were successful using elimination to find the area of a given figure but had difficulty in producing a formula from the method. The teacher played a key role to encourage students to employ different solution methods, and gave them opportunities to compare and contrast various methods. A cautionary note is that, with too much emphasis on 'variety', the mathematical efficiency may be lost in the process. It suggests that a teacher should be careful to establish appropriate sociomathe- matical norms with students in order that they can make their own judgment on which solution method is mathematically worth and efficient.

본 연구는 주로 공식을 통한 계산 위주로 학습되는 초등학교 5학년 평면도형의 넓이 지도에 반하여 탐구 중심의 수업 설계를 바탕으로 학생들에게 충분한 시간과 조작 활동 자료를 제공한 후 학생들이 주어진 도형의 넓이를 어떻게 구하는지를 자세하게 탐색하였다. 학생들이 제시한 다양한 해결 방법과 이에 관한 면밀한 비교분석을 통하여 평면도형의 넓이 구하기 지도 방안에 관한 구체적인 시사점을 제공한다.

Keywords

• the area of plane figure;
• students' solution methods;
• teacher's role

• 평면도형의 넓이;
• 학생들의 해결방법;
• 교사 역할;