본 연구는 사회적 구성주의에 바탕을 두어 초등 수학과 교육현장에서 적용 가능한 수업 모형을 개발하고, 이 모형을 바탕으로 구체적인 수업을 시행하여 그 과정과 결과를 분석함으로써 사회적 구성주의 교수․학습이 학생들의 문제해결활동에 미치는 영향과 수학교육에 주는 시사점을 찾는데 있다. 본 연구에서는 수업 내용을 관찰하는 것에 바탕을 두어 자료를 수집하였다. 각 차시별, 각 단계별 수업을 실시한 후 비디오 촬영분, 교사의 관찰 내용, 개별 면담 내용, 학습지 내용을 분석하여 이 수업을 통해 학생들의 상호작용이 얼마나 학생들의 다양한 문제해결 방법을 유도하는지 알아보고 이러한 활동이 학생들의 문제해결활동에 미치는 긍정적인 영향과 수학교육에 주는 시사점을 찾고자 하였다. 연구과정을 통하여 본 연구는 학생들이 인지적 차원의 지식을 얻는 것 뿐 만 아니라 자신의 생각을 논리적이고 설득력 있게 제시하는 기술과 토론․협상의 기술을 익히기 위하여 학생들에게 상호작용 과정을 제공하고 서로의 다양한 의견을 공유하고 이를 수정․보완을 하면서 합리적인 해법에 접근해 나가는 방법을 제공하는 것이 필요하다는 결론에 이른다.

The the purpose of this study, firstly, is to develop an applicable model in the field of education and elementary mathematics, based on the social constructivism. Secondly, using the model above to teach a class and analyze instructional result, the author tried to find how positively the instruction based on social constructivism affect on mathematics learning and the suggetions. In the course of the study the author tried to find positive things and suggetions by way of applying the social constructivism to the field and looking into students' communication. it was considered as impossible to calculate and analyze the quantity of the result from it. so, this study focused on its quality, not the quanity of the subjects. Also I intended to analyze results from interviews with students and films videotaped classes in my way. The results are the followings. first, students searched answers beyond the limit of their existing classes by way of the social interaction, take part in classes with interest. Second, the class based on the social constructivism gave a chance for students to express their mathematical views, according to share their opinions and ideas with others, and for teachers to check students' errors and to amend or modify them easily in order to improve them. Third, students show their answers to be appraised, therefore finding correct answers. They can discuss the answers and communicate with their colleagues rather than those of teachers. Finally, students can develop an epistemology phase through the social constructivism, and skills of discussion, negotiation and social functions between interpersonal relations. Consequently, reviewing the positive result, the author ascertained that the class based on the social constructivism would be an excellent method for mathematics instruction and learning

The the purpose of this study, firstly, is to develop an applicable model in the field of education and elementary mathematics, based on the social constructivism. Secondly, using the model above to teach a class and analyze instructional result, the author tried to find how positively the instruction based on social constructivism affect on mathematics learning and the suggetions. In the course of the study the author tried to find positive things and suggetions by way of applying the social constructivism to the field and looking into students' communication. it was considered as impossible to calculate and analyze the quantity of the result from it. so, this study focused on its quality, not the quanity of the subjects. Also I intended to analyze results from interviews with students and films videotaped classes in my way. The results are the followings. first, students searched answers beyond the limit of their existing classes by way of the social interaction, take part in classes with interest. Second, the class based on the social constructivism gave a chance for students to express their mathematical views, according to share their opinions and ideas with others, and for teachers to check students' errors and to amend or modify them easily in order to improve them. Third, students show their answers to be appraised, therefore finding correct answers. They can discuss the answers and communicate with their colleagues rather than those of teachers. Finally, students can develop an epistemology phase through the social constructivism, and skills of discussion, negotiation and social functions between interpersonal relations. Consequently, reviewing the positive result, the author ascertained that the class based on the social constructivism would be an excellent method for mathematics instruction and learning