컨텐츠 시작
학술대회/행사
초록검색
| 제출번호(No.) | 0580 |
|---|---|
| 분류(Section) | Poster Session |
| 분과(Session) | Logic / Foundations / History of Mathematics / Mathematics Education (SS-01) |
| 영문제목 (Title(Eng.)) |
The possibilities of storytelling textbooks: high school students’ perspectives |
| 저자(Author(s)) |
Jee-hyun Park2, Mi Ju Kim1, Jaewon Cheong1, Hang Yun Cho1, Sung Sik Choo1, Seung Ju Lee1, Won June Moon1, Sun Jae Park3 Hana Academy Seoul1, Banpo High School2, Apgujeong High School3 |
| 초록본문(Abstract) | A model mathematics textbook based on storytelling has been developed not only in order to improve high school students' understanding, but also to raise their interests in Mathematics (Kwon et al, 2012). This research has investigated how high school students perceive the model textbook based on storytelling compared with conventional textbooks. Chapters about `Conditional Probability' and `Complex numbers and Quadratic Equations' from these two types of textbooks were reviewed by high school students, and their thoughts on each of the textbooks were analyzed through surveys and interviews. The results shows the possibilities of adapting the textbook based on storytelling. Students understand mathematical concepts more deeply through the storytelling textbook, because the textbook explains mathematical concepts in the specific context of the story and students were engaged by the characters of the story. Realistic data, semantic problems, stories based on mathematical history, and various tools contained in the storytelling textbook enable students to approach mathematical principles from a bottom-up rather than a top-down way. The storytelling textbook may require a longer time and more efforts to make students understand certain subject matter, but it is expected to aid the retention of what they have learned. Some ideas for developing better storytelling textbooks were suggested. |
| 분류기호 (MSC number(s)) |
97U20 |
| 키워드(Keyword(s)) | storytelling, textbook analysis |
| 강연 형태 (Language of Session (Talk)) |
English |