교과서에 나타난 ‘수학적 귀납법’에 대한 남․북한 비교

Comparative Study on Teaching of 'Mathematical Induction' in South and North Korea

There are various methods of proving a proposition. Among these, 'mathematical induction' is treated in school mathematics weightly. But many students have difficulty with the proof by 'mathematical induction'. To solve this problem, analysis needs to be attempted in various aspects. This study attempts to compare the teaching methods of 'mathematical induction' in South and North Korea and to acquire the implication. In fact, many differences between South and North Korea are found. These differences are caused by epistemological and psychological premise. Therefore this study investigates the epistemological and psycho-logical aspects in North Korea and compares the textbooks in South and North Korea. Through this study, some implications are found. First, the sequence of introducing the 'mathematical induction' needs to be con-sidered. Second, the rich context of applying the 'mathematical induction' is needed. Finally, disagreement between curriculum and textbook in South Korea needs to be reconsidered.