[논문]학습자 중심 수학 수업이 학생의 추론 능력과 학업성취도에 미치는 영향: 초등학교 4학년 분수 및 다각형 단원을 중심으로

차소정; 김진호

doi:10.7468/jksmec.2021.24.1.43

학습자 중심 수학 수업이 학생의 추론 능력과 학업성취도에 미치는 영향: 초등학교 4학년 분수 및 다각형 단원을 중심으로
The Effects of Leaner-Centered Mathematical Instructions on Students' Reasoning Ability and Achievement 원문보기

Journal of the Korean Society of Mathematical Education. Series C : Education of primary school mathematics, v.24 no.1, 2021년, pp.43 - 69

차소정 (대구동천초등학교) , 김진호 (대구교육대학교)

초록
AI-Helper

본 연구의 목적은 구성주의를 기반으로 한 학습자 중심수학 수업이 학생들의 학업성취도(실험처치 중 학습한 내용에 대한 재생능력과 실험처치 중 학습하지 않은 내용에 대한 생성능력) 및 추론 능력에 미치는 영향을 알아보는데 있다. 이와 같은 연구 목적을 달성하기 위해서 4학년 분수단원과 다각형 단원을 학습자 중심 수학 수업에 적합한 수업자료와 교수학습 방법을 적용하였다. 본 연구로부터 얻은 결론은 다음과 같다. 첫째, 학습자 중심 수학 수업은 학생들의 학업성취도에 긍정적인 영향을 준다. 둘째, 특히 학습자 중심 수학 수업은 학습 능력이 낮은 학생들에게 긍정적인 영향을 미친다. 셋째, 학습자 중심 수업을 거듭 할수록 학생들의 추론 능력 함양에 긍정적인 영향을 준다. 넷째, 학생들의 추론능력의 함양과 학업성취도의 향상은 서로 긍정적인 영향을 미친다.

Abstract ▼ AI-Helper

The purpose of this study is to confirm the influences of learner-centered instruction on learners' achievement and reason ability. In order to accomplish them, the fraction unit and the polygonal unit in the fourth grade were implemented with teaching methods and materials suitable for learner-centered mathematics instruction. Some conclusions could be drawn from the results as follows: First, learner-centered mathematics instruction has a more positive effect on learning of learned knowledge and generating unlearned knowledge in the experimental period than teacher-centered instructions. Second, learner-centered instruction makes an influence of low learning ability on getting achievement positively. Third, as the experimental treatment is repeated, learner-centered instruction has a positive effect on students' reasoning ability. The reasoning ability of students showed a difference in the comparison between the experimental group and the comparative group, and within the experimental group, there was a positive effect of the extension of the positive reasoning ability. Fourth, it can be estimated that the development of students' reasoning ability interchangeably affected their generation test results.

주제어

표/그림 (14)

표 [표 1] 이질 통제집단 설계 [Table 1] Heterogeneity control group design
표 [표 2] 일원 반복측정 분산분석 모형 설계 [Table 2] Design of repeated measures ANOVA
$[표 3] 실험집단의 분수 단원 개방형 과제 활동 내용 일부 [Table 3] Some contents of open-ended task activities used for the fraction unit in the experiment group$ 표 [표 3] 실험집단의 분수 단원 개방형 과제 활동 내용 일부 [Table 3] Some contents of open-ended task activities used for the fraction unit in the experiment group
표 [표 4] 실험집단의 다각형 단원 개방형 과제 활동 내용 일부 [Table 4] Some contents of open-ended task activities used for the polygon unit in the experiment group
표 [표 5] 두 집단의 동질성 검사 [Table 5] Homogeneity test between groups
표 [표 6] RTⅠ에 대한 집단 간 비교 [Table 6] Comparison between groups for RTI
표 [표 7] RTⅡ에 대한 집단 간 비교 [Table 7] Comparison between groups for RTII
표 [표 8] GTⅠ에 대한 집단 간 비교 [Table 8] Comparison between groups for GTI
표 [표 9] GTⅡ에 대한 집단 간 비교 [Table 9] Comparison between groups for GTII
표 [표 10] CRTⅠ에 대한 집단 간 비교 [Table 10] Comparison between groups for CRTI
표 [표 11] CRTⅡ에 대한 집단 간 비교 [Table 11] Comparison between groups for CRTII
표 [표 12] CRT Ⅲ에 대한 집단 간 비교 [Table 12] Comparison between groups for CRTIII
표 [표 13] 내용추론검사에 대한 Repeated measures ANOVA [Table 13] Reparted measures ANOVA for CRT
표 [표 14] 실험집단과 비교집단의 개체-내 효과 검정 [Table 14] Within-subject effects in groups

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저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

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