초등학교 4학년 학생들의 함수적 사고 향상 지도 방안 탐색

An Investigation of the Instructional Implications to Foster Fourth Graders` Functional Thinking

This study investigated in what ways the functional thinking for fourth graders might be fostered through regular mathematics instruction. It focused on the ‘pattern and correspondence’ unit in the fourth grade mathematics textbooks. The main activities of the unit were reconstructed by the key instructional principles to foster functional thinking. This paper analyzed the characteristics of functional thinking of the students in a focused group. As a result, the students were able to recognize the relationship of two variables with non-continuous correspondence table and represented it in various ways. Such development was supported by effective interaction among the students. This paper closes with instructional implications to improve the functional thinking for elementary school students.