수학 학습 활동에 대한 거시-메타인지적 고찰

• 영문명: Macroscopic-Metacognitive Aspects of Mathematics Learning
• 발행기관: 대한수학교육학회
• 저자명: 백석윤
• 간행물 정보: 『수학교육학연구』제11권 1호, 1~10쪽, 전체 10쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2001.07.31

영문 초록

Most existing research into the metacognitive approach in mathematics learning has been concentrated mainly in the study of phenomena of metacognitive (including the affective) behaviour in the context of mathematical problem solving or more broadly mathematical content-elated learning. However, this study originally constructs the concept of “macroscopic metacognition” which could be differentiated with general metacognition, and draws out macroscopic-metacognitive factors among the elementary and middle school students through individual interview. Questionnaire research is executed to find out how the macroscopic metacognition is included into the students' mathematics learning and the relationship between their mathematics learning accomplishment and macroscopic metacognition. Thus, a considerable degree of the positive relationship between these two variables was found out.

목차

Ⅰ. 서론

Ⅱ. 수학 학습 활동의 거시-메타인지적 요소

Ⅲ. 거시-메타인지적 요소와 수학 학습 성취도의 관계

Ⅳ. 결론

참고문헌