초록

AI-Helper

본 연구에서는 초등수학에서 상호글쓰기를 통한 활동이 수학적 의사소통 능력 및 수학적 성향에 미치는 영향을 조사하고 분석하여, 이러한 상호글쓰기 활동이 수학적 의사소통 능력에 어떠한 영향을 미치는지 살펴보았다. 이를 위하여 상호글쓰기 학습을 적용하기 위한 기반을 조성하고, 3-나 수학과 교육과정을 분석하여 개념 형성 수업, 원리 발견 수업, 문제 해결 수업으로 분류하여 차시를 추출하고, 그에 맞는 상호글쓰기 학습지를 개발하여 적용하였다. 연구 결과, 첫째, 상호글쓰기 활동은 수학적 의사소통 능력의 영역 중 말하기(토의하기), 쓰기, 표상하기 영역에 있어서 효과적이었으며, 둘째, 학생들의 수학적 성향에 긍정적인 영향을 미치며, 특히 수학적 흥미, 수학을 공부하고자 하는 의지, 수학의 중요성을 깨닫고 필요하다고 느끼는 가치 부분에서 긍정적으로 효과가 있음을 알 수 있었다.

Abstract ▼ AI-Helper

This study is to help to understand the influence of exchange writing activity in the elementary mathematics on students' mathematical communication skill. Various technical activities had been implemented during the classes and the ideas from those activities had been interpreted into writings in t...

This study is to help to understand the influence of exchange writing activity in the elementary mathematics on students' mathematical communication skill. Various technical activities had been implemented during the classes and the ideas from those activities had been interpreted into writings in the final stage of the classes. Those writings, then, were distributed to other students or teachers in order to devise a teaching model for exchange writing, which is to be applied to the 3rd grade classes and to identify the influence on the in mathematical communication skill. From this study, we could get such conclusions as follows: First, there was considerable difference between experimental group practicing exchange writing and control group engaging in normal learning activities in the progress of their mathematical communication skill (group discussion), writing skill and expressivity when examining their average communication skill using t-method. Similar trend had been witnessed when self-evaluating their mathematical communication skill. Second, when it comes to the mathematical tendency, experimental group showed a higher tendency in positiveness compared to the control group. Therefore, we might conclude that the exchange writing has a positive influence on the students' mathematical tendency, especially on their curiosity or interest in teaming, willingness to study and their comprehension of its importance.

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