KR20160002439U

KR20160002439U - New Method of Learning with Types in Middle School Mathematics

Info

Publication number: KR20160002439U
Application number: KR2020150000018U
Authority: KR
Inventors: 백종민
Original assignee: 주식회사 꿈을 담는 틀
Priority date: 2015-01-02
Filing date: 2015-01-02
Publication date: 2016-07-12

Abstract

(A) Technical field
The five areas studied in the first, second, and third grades of junior high school are 'number and operation', 'letter and expression', '
, 'Probability', 'statistics', and 'geometry' can be studied without focusing on grade level
And so on.
(B) Challenges to be solved
A third grade junior high school student can organize the core concepts and problems of the whole
This course is designed to enable students to study mathematics in high school by maintaining the linkage between grade and grade, and unit and unit learning in the category of learning in three grades.
(C) Solution to the problem
To identify and summarize the core textbook problems of the whole course
. According to the announcement by the Ministry of Education, Science and Technology,
The areas are 'numbers and operations', 'characters and expressions', and 'functions'. In the second semester of each grade,
Statistics, and geometry. However, this design is based on the curriculum
Considering the relevance and efficiency of learning without following the curriculum, the design curriculum is divided into areas
In the same area category, students are organized in order of grade,
Or understanding the essential concepts and problems of secondary mathematics without breaking the learning by semester division,
So as to broaden the scope of the accident.
(D) Effects, etc.
① Before going to high school, 3 students are going to study the main concept of middle school
You can organize and learn key issues by area.
② High school students who do not have the concept of secondary mathematics can use this textbook for short term
Can be reviewed.

Description

{New Method of Learning with Types in Middle School Mathematics}

In this paper, we propose the five areas of learning in the first, second, and third grades of junior high school: 'Numbers and operations', 'Letters and expressions', 'Functions', 'Probability and statistics' It is designed to allow students to study with a focus on the relationship of each other.

According to Notice No. 2011-361 of the Ministry of Education, Science and Technology, middle school mathematics is divided into grade group and area as shown in [Table 1].

The mathematical textbooks of the Sung In Jeong Middle School applying the revision of curriculum according to 2009 revision curriculum and the composition of the mathematical reference books developed based on the contents of the textbook are shown in [Table 2] below.

The self-directed learning materials that self-study according to the progress of the school class and the test preparation materials that prepare for the examinations follow the curriculum of [Table 2] as typical examples.

[Conceptual description] - [basic confirmation problem] - [type practice] - [deepening problem]

to be.

Therefore, a third grader in a middle school who is about to go to high school will review the important problems that he / she has learned during the short period (about 2-3 months), or a high school or high school student wants to study the middle school curriculum The above mentioned textbooks are not appropriate.

The reason for this is as follows.

First, in general, the middle school textbooks consist of six books (first semester from first semester to second semester in third grade), so all six materials must be utilized in order to review the overall contents of secondary mathematics. At this time, there are inconveniences that 3 of the students have to buy a new one if they do not have the first grade textbook and the second grade textbook.

Second, it is not possible to understand the linkage between the grade and the grade and the extensibility of the concept. Learning only the contents of the same grade may cause disruption of learning.

For example, let's take the 'function' area, which is common to all three courses.

In the 'Function' section of the first year of junior high school, 'Function concept', 'Order pair and coordinates', 'Graph of function' are learned, The meaning and graph of a linear function, and the relationship between a linear function and a linear equation. In addition, in the 'function' area of the first semester of the third grade, the degree of the function is extended to learn the meaning of the quadratic function and the graph of the quadratic function.

Therefore, it is not easy to understand the quadratic function that we learn in the second and third grade of middle school if we do not understand 'basic concept of function' which we learn in the first grade of junior high school.

The purpose of this design is to enable a third grade middle school student who is about to enter high school to learn the core issues of the entire middle school course in a single textbook and to teach the students the grade and grade, The purpose of this course is to enable students to study mathematics in high school by maintaining the linkage of learning.

In order to achieve the above objectives, the core textbooks and the important textbooks of the whole process of studying in middle school three grades are selected and summarized in one volume.

According to the announcement by the Ministry of Education, Science and Technology, the areas studied in the first semester of middle school are 'number and operation', 'letter and expression', and 'function'. In the second semester, It is classified as 'geometry'. However, this design does not follow the curriculum presented in the Ministry of Education, Science and Technology, but the curriculum of designing is organized by area in consideration of the linkage and efficiency of learning. In the category of the same area, And to understand the whole concept of secondary mathematics and to broaden the range of thinking without disrupting learning.

According to the method of designing the textbook, 3 students who are about to go to high school can organize and learn the main problems of the whole middle school year by one book.

In addition, high school students who do not have the concept of secondary mathematics can review the overall contents of secondary mathematics in a short period of time with this textbook. In the revision of the curriculum according to the 2009 revised curriculum, the Ministry of Education, Science and Technology, in order to systematically understand the mathematical concepts, principles, and laws required for students who do not understand the content of middle school mathematics, This is the same reason as the intention of newly establishing the 'Basic Mathematics' course.

Also, if you do not understand the concept of middle school and middle school geometry, you can select and learn only necessary parts to solve high school mathematics problems that are difficult to solve.

[Figure 1a] and [Figure 1b] summarize the curriculum of this manual. It is a summary of the three grades of junior high school divided into five areas (number and operation, letter and expression, function, probability, statistics, geometry) without ordering in middle school three grades (6 semesters).
[Fig. 2a] and [Fig. 2b] are examples of learning in the middle school function area as a sample unit of this manual.
[Figure 3a] and [Figure 3b] are the texts of this manual and summarize the key issues by subject in accordance with the order of difficulty. In particular, the problems that need to be understood by understanding the concept of the previous grade are presented in the text as 'conceptual integration', and the concepts necessary to solve the 'conceptual integration' problem are summarized at 'correct answer and explanation'. 3c]
In addition, it shows a space where students can check their 'study day' and 'noon about the question' at the bottom of the page.
[Figure 4a] and [Figure 4b] are the 'mini-mock testimonies' of this manual. In this corner, we organized the problems that we learned in the previous section so that they can diagnose themselves.

[Figure 1a] and [Figure 1b] summarize the turn of this manual.

That is, as shown in the drawing, the middle school curriculum is divided into five areas (numbers and operations, letters and expressions, functions, probability, statistics, and geometry) In addition, in the same area, students were able to find out necessary parts by learning in order of grade.

FIGS. 2a and 2b illustrate the 'function' region among the five regions.

In the first grade of middle school as shown in the figure, 'function and summation value', 'ordered pair and coordinates', 'function graph', 'function graph' are studied. In addition, we learn 'the graph of the linear function', 'the relation of the linear function and the linear equations' in the middle school second grade, and 'the definition of the quadratic function and the graph of the quadratic function' in the third grade of junior high school.

Therefore, if you do not understand the definition of the functions learned in the first grade of junior high school, it is not easy to understand the 'function' unit in the junior high school junior high school and junior high school junior high school. On the contrary, in the case of the students who have difficulty in learning the quadratic function in the junior high school, they learn the definition of the function learned in the middle step and the graph of the linear function learned in the middle step, I was able to study the graph.

In this way, we have made it possible to link learning in the same area regardless of grade.

[Figure 3a] and [Figure 3b] are the main text of this manual, and [Figure 3c] is a part of the commentary of this manual.

[Figure 3a] and [Figure 3b] show that a unit is divided into several subjects,

We arrange important problems in order of difficulty so that self-directed learning is possible.

In addition, it is necessary to know the concept learned in the previous grade, or the compound problem in which the two concepts are combined is composed separately with the indication of 'concept integration', and [Figure 3c] is a core concept to be understood in order to solve the problem of 'concept integration' The answer and the answer are summarized in a clear way. Lastly, we made a learning plan and self - directed learning by creating a space where all the pages can be filled in and all the items can be checked at noon.

[Figure 4a] and [Figure 4b] are the 'mini-mock testimonies' of this manual. This corner is designed to diagnose and evaluate the problems that have been learned before. In addition, problems that are difficult to solve by linking with problems are solved by referring to the above problems.

No code used

Claims

It is divided into 5 areas (number and operation, letter and expression, function, probability, statistics, geometry) as well as representing the whole concept which is being learned in three grades of middle school, A part that enables linkage learning through core issues