KR20150136037A - Method for learning middle school mathematics - Google Patents

Abstract

The present invention relates to a systematic conceptual learning method based on area teaching methods of middle school mathematics subjects, more specifically, to provide a method of mathematics learning by area teaching method. Unlike the existing teaching methods for each unit and grade, And the contents of instruction, and the numerical system and number operation step in number and operation domain; The calculation step of the polynomial and the inequality in the character and expression domain; Function and graph steps in the function area; A planar and stereoscopic step in the geometric region; Probability and statistical steps are provided in the probability and statistical domain.
Therefore, this study will enable students to draw a big picture of the overall picture of mathematics in the middle school course with an in-depth look at the contents of each area, improve the confidence in mathematics by predicting the contents of the upper grades first, It is aimed at enhancing concentration and inducing interest by meeting the sense of accomplishment every time it finishes.

Description

{Method for learning middle school mathematics} [in Japanese]

The present invention relates to a systematic conceptual learning method based on the area-based teaching method of a middle school mathematics course. More specifically, the present invention systematically understands mathematics through a learning method according to the present invention, By drawing a whole picture of concept by area, it induces more memorable learning of mathematics. It also increases the degree of difficulty of content gradually from easy contents, and also it can induce confidence and interest in mathematics. Also, The purpose of this course is to provide a better learning effect while completing a three-year term in one year.

A typical conventional middle school mathematics learning contents system consists of numbers and operation areas, characters and expression areas, function areas, geometric areas, probabilities and statistical areas as shown in FIG.

The number and the computation domain are divided into number system and number and operation process. In the first grade of junior high school, small number decomposition, integer and rational number are learned. In the second grade, rational number and cyclic number are learned. In the third grade, .

In addition, the character and the expression area are divided into polynomial, equation and inequality process. In the first grade of junior high school, the use of letter and calculation of expression and the linear equation are learned. In the second grade, calculation of expression, the linear equation and the linear equations , And in the third grade, we learn about polynomial multiplication, factorization, and quadratic equations.

In addition, the function area learns the concept of functions and graphs. In the first grade of junior high school, the coordinate plane and the graph are learned. In the second grade, the relationship between the linear function and graph, the linear function and the linear equation is learned. Learning about quadratic functions and graphs.

The geometric region is designed to learn the concept of a planar shape and a solid figure. In the first grade of junior high school, the basic figure, the structure and the nature of the planar shape and the shape of the solid figure are learned, The nature of the figure, the resemblance of the figure, and the Pythagorean theorem. In the third grade, we learn about the nature of the triangles and the circle.

Finally, to understand the concepts of probability and statistics in probability and statistics area, students learn about the arrangement and interpretation of data in the first year of junior high school, learn probability and its basic properties in the second grade, Scattering, and correlation.

Such a conventional middle school mathematics learning contents system is focused on step-by-step learning that focuses on the management of the child. As a result, the contents of the previous stage are not remembered every time the grade goes up, so it is obvious that you have to spend more time than necessary to review.

Second graders should recall the first grade, and third graders again and again. Many students had a problem of showing weakness in recognizing the contents by skipping to the next unit or learning new contents before they could understand the contents of each element.

SUMMARY OF THE INVENTION The present invention has been made to solve the above problems, and it is an object of the present invention to provide a learning method in which the mathematics are systematically understood through the learning method according to the present invention and the area is selectively learned without discrimination between the grade and the grade, It is a technical task to induce mathematics learning and to increase the degree of difficulty of the contents gradually from the easy contents to the interest.

In order to accomplish the above object, the present invention provides a conceptual understanding of integer, rational, and real number systems, a rational fractional rational transformation,

The process of expressing and simplifying expressions using characters, the process of understanding the definition of equations and finding their roots, the area of characters and expressions that derive the properties of equations;

An area on a function that includes both the process of understanding the definition of a function, the process of drawing a graph of a function, the process of understanding and using a linear function and a quadratic function, and the process of understanding the relationship between a function and an equation;

Understanding and exploiting the process of drawing and recognizing planar and three-dimensional objects as a figure, the construction of basic shapes, the geometry areas that understand and utilize the properties of each shape;

It includes the process of organizing the data and calculating the statistical values (average, variance), and calculating the probability and applying the statistics according to the usage.

As described above, the systematic conceptual learning method of the middle school mathematics course according to the present invention can systematically understand mathematics through the learning method according to the present invention and selectively learn the area without distinguishing between grade and grade, It allows students to draw a whole picture of the star concept, thereby inducing more memorable mathematics learning, increasing the difficulty of contents gradually from easy contents, and also inducing confidence and interest in mathematics.

In addition, there is an effect that a better learning effect is achieved while completing the learning period of three years in the conventional method in one year.

1 is an explanatory diagram showing a conventional mathematical learning system;
FIG. 2 is an explanatory diagram showing a systematic conceptual learning method according to the teaching method in the area of the middle school mathematics course according to the present invention.

Hereinafter, a systematic conceptual learning method according to the area teaching method of the middle school mathematics course according to the present invention will be described with reference to FIG. 2 attached hereto.

The present invention aims at learning process in order to deeply understand the contents of mathematics in general and to think in an integrated way by distinguishing the learning methods which constitute the learning process for each grade by the existing grade and by contents of each stage.

As shown in FIG. 2, by performing the number and operation area 1, the character and expression area 2, the function area 3, the geometry area 4, the probability and the statistical area 5, Will be able to take courses on an optional basis and will be able to take up all the content in the junior year course within one year when completing the entire course.

The number and the calculation area (1) are divided into a two-month process, which is divided into a number system process and a number calculation process.

At this time, the number system learns about integers, rational numbers, squares and real numbers, and numerical operations are studied about rational numbers, cyclic decimal, and small integer decomposition.

In the above procedure, the properties of the integer and the rational number are divided into two weeks, the calculation of the cyclic number and the rational number is divided into two weeks, the definition and basic properties of the square root and the real number are divided into three weeks,

The following is a description of the character and expression area, which consists of a three-month process, which is divided into a polynomial process and an equation and inequality process.

At this time, the polynomials learn about character usage and calculation of expressions, polynomial multiplication and factorization, and for equations and inequalities, learn about linear equations, simultaneous linear equations, and quadratic equations.

In the above process, the use of letters and the modification of expressions. Simplification 4 weeks for calculation, 2 weeks for polynomial multiplication and factorization, 2 weeks for definition of equations, 2 weeks for linear equations, 1 week for algebraic linear equations, For the quadratic equations and inequalities, three weeks are distributed separately.

The function area (3) has a total of three months, two weeks for a coordinate plane and a graph, three weeks for a graph of a linear function, four weeks for a quadratic function and a graph, and three weeks for a function and an equation Learning.

The geometric region 4 has a total length of three months. The geometric region and the shape of the three-dimensional shape are two weeks, and the shape of the triangle and the square is two weeks. 2 weeks for Pythagoras, 2 weeks for Pythagorean theorem, and 2 weeks for the original nature.

In addition, the probability and statistical region (5) are divided into a two-month process, a stochastic process (4 weeks) and a statistical process (4 weeks).

The probabilistic process learns about probability calculation and its basic properties for 4 weeks. It learns for 2 weeks for data arrangement and interpretation, and 2 weeks for reference value and scatterplot.

1: number and operation area
2: Character and expression area
3: Function area
4 geometry area
5: Probability and Statistics Area

Claims (2)

Understanding of concept of integer, rational number, and real number system, rational number transformation method of fractional number, understanding domain of factorial decomposition of natural number;
The process of expressing and simplifying expressions using characters, the process of understanding the definition of equations and finding their roots, the area of characters and expressions that derive the properties of equations;
An area on a function that includes both a process of understanding the definition of a function, a process of drawing a graph of a function, a process of understanding and utilizing a linear function and a quadratic function, and a process of understanding the relationship between a function and an equation;
Understanding and exploiting the process of drawing and recognizing planar and three-dimensional objects as a figure, the construction of basic shapes, the geometry areas that understand and utilize the properties of each shape;
It is a systematic methodology based on the area-based teaching method of middle school mathematics, which includes a process of organizing data and calculating statistical values (average, variance), and calculating probabilities and applying statistics Concept learning method. The method of claim 1, wherein all of the above steps are performed sequentially, not selectively, and are applied to any school year.

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