부산대학교 도서관

The study applied Sfard s discourse theory to analyse the student s concept formation process of a linear function. For in-depth analysis of discourse, the language analysis framework was constructed by reflecting the neo-Piagetian model of Ruthford and applied for middle school students linear function classes. A total 6 classes were held over three weeks in July, 2018. We recorded the linear function classes for 4 8 th graders who didn’t learn and transferred it. In addition, we performed the paper test and the interview after all classes and compared its results with the level of concept understanding in the discourse. As a result, various discourse patterns of the students were observed in the course of the linear function explanatory class and presentation class. Students were found to be using visual mediators (e. g. graphs, coordinates) to expand or correct narratives, and to acquire the concept of linear function through the acquisition of objective social knowledge and the modification of routines. In the explanatory instruction, there were a lot of student’ accommodation states which link between existing knowledge and new knowledge. And accommodation states for corrections of the students’ routine and narratives were founded in the presentation classes