초록

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본 연구에서는 2007 개정 교육과정 이후 강조하고 있는 의사소통을 향상하는 방안을 모색하고 이를 수업에 적용하여 그 결과 학생들의 수학적 성향과 학업성취도에 미치는 영향을 알아보았다. 이 실험은 대구광역시 달서구 1학년 2개 반 각 24명을 대상으로 실험 반에는 의사소통 중심 수업을, 비교 반에는 전통적인 수업을 1학기 8주간 실시하였다. 학생들이 수학적 의사소통에 익숙하도록 하기 위하여 의사소통 전략을 구안 적용하였으며, 그 구체적 방법은 수정하여 재 진술하기, 질문하기와 요약하기, 발표 수신호 등이다. 연구 결과, 첫째, 의사소통 중심 수학 수업은 학생들의 수학적 성향 중 문제 해결 의지, 수학에 대한 가치 이해에서 긍정적인 효과가 있는 것으로 나타났다. 둘째, 의사소통 중심 수학 수업이 기존 형태의 학업성취도 평가에는 영향을 미치지 않았다.

Abstract ▼ AI-Helper

This study has investigated the way to improve the communication skills emphasized in mathematics education, and analyzed the effects of Communication Oriented Mathematics Lessons on the mathematical disposition and the academic achievements. For this research, two groups of first grade students fro...

This study has investigated the way to improve the communication skills emphasized in mathematics education, and analyzed the effects of Communication Oriented Mathematics Lessons on the mathematical disposition and the academic achievements. For this research, two groups of first grade students from D elementary school in Daegu city were selected which had been proved homogeneous in mathematical disposition and academic achievements via a preliminary test. The experimental group was given Communication Oriented Mathematics Lessons (COML) while the control group was given Traditional Classroom-based Instruction (TCI). COML were given along with first grade, first level mathematics for eight weeks, to improve communication skills of the students who were unfamiliar with mathematical communications. The schemes for the education include revising, summarizing, asking questions, and participating. The results of the study were summarized for mathematical disposition and academic achievements. First, COML is effective to evaluate the will to solve problems in the mathematical disposition of the students, and to make it useful for them to live their lives and to learn other subjects. Second, previous studies have shown contrary interpretations on the effects of COML. This study has found that it does not improve the students' scores on the original form of academic achievement test.

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