표상전략교수와 직접교수가 수학학습부진아의 문장제 해결력과 자기효능감에 미치는 효과 비교

• 영문명: Comparison of the Effects of Representation Strategy Instruction and Direct Instruction on the Mathematical Underachiever s Word-Problem Solving and the Self-Efficacy
• 발행기관: 한국교원대학교 교육연구원
• 저자명: 양문창(Yang, Moon-chang) 정동영(Chung Dong-young)
• 간행물 정보: 『교원교육』제25권 제3호, 183~198쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.07.30

국문 초록

본 연구는 표상전략교수와 직접교수가 수학학습부진아의 문장제 해결력과 자기효능감에 미치는 효과의 차이를 비교하는데 그 목적을 두고 있다. 본 연구는 제주도 A초등학교에 재학 중인 5학년 297명 중에서 수학학습부진아 30명을 연구대상으로 선정하여 실험집단과 통제집단에 각각 15명씩 배정하고, 실험집단에 주 3회씩 5주 동안 총 15회기의 표상전략 교수를 시행하고, 통제집단에 같은 회기 동안 직접교수를 시행하였다. 연구결과 표상전략교수를 실시한 실험집단이 직접교수를 실시한 통제집단보다 문장제 해결력과 자기효능감이 더 많이 향상되었다. 이를 통해 표상전략교수는 직접교수보다 수학학습부진아들로 하여금 문장제를 해결하는데 더욱 효과적인 교수전략임과 동시에 수학학습부진아들이 문장제를 성공적으로 해결하는 경험을 통해 수학에 대한 자기효능감을 증진시키는데도 적합한 교수전략이라 할 수 있다.

영문 초록

The purpose of this study was to compare the effects of representation strategy instruction and direct instruction on the mathematical underachiever s word-problem solving and self-efficacy. In order to accomplish such purpose, the research questions were established that is how much different effects are made by representation strategy instruction and direct instruction on the mathematical underachiever s word-problem solving? and how much different effects are made by representation strategy instruction and direct instruction on the mathematical underachiever s self-efficacy? In order to resolve the above questions, 30 students with mathematical underachievement were selected among 297 5th graders of primary school located in Jejudo. After, the experiment group of 15 students were treated with the representation strategy instruction during 15 periods third on a week and the control group of 15 students were treated direct instruction. The data were treated to obtain mean and standard deviation as descriptive statistics and perfomed ANCOVA to verify the difference of the effect. The results of this study are as follows. First, the experiment group that participated in the sessions of representation strategy instruction was proved to be more effective on enhancing the mathematical word-problem solving rather than control group that participated in the sessions of direct instruction. Second, the experiment group that participated in the sessions of representation strategy instruction was proved to be more effective on enhancing the self-efficacy rather than control group that participated in the sessions of direct instruction. As above, representation strategy instruction is not only more suitable teaching strategy to enhance the mathematical underachiever s mathematical word-problem solving but also to enhance the self-efficacy rather than direct instruction.

목차

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 결과 및 논의

Ⅳ. 결론 및 제언

참고문헌

키워드

표상전략교수 직접교수 문장제해결력 자기효능감 수학학습부진아 representation strategy instruction direct instruction the mathematical underachiever word-problem solving self-efficacy