[논문]수학과 음악의 융합인재교육으로 변화된 학교 밖 청소년의 수학학습 특성 분석

김영인; 서보억

doi:10.7468/jksmee.2022.36.3.313

수학과 음악의 융합인재교육으로 변화된 학교 밖 청소년의 수학학습 특성 분석
An Analysis Study on Mathematics Learning Characteristics of Out-of-School Youth through STEAM Education with Mathematics and Music 원문보기

Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.36 no.3, 2022년, pp.313 - 334

김영인 (충남대학교 대학원) , 서보억 (충남대학교)

초록
AI-Helper

본 연구는 학교 밖 청소년을 대상으로 한 수학중심 융합인재교육을 통한 수학학습의 특성을 분석하는 연구이다. 수학교육의 사각지대에 있는 학교 밖 청소년들에게 융합인재 교육의 기회를 제공하고 미래사회에 필요한 인재를 양성하기 위한 필요성으로 출발하였다. 이에 본 연구에서는 수학과 음악의 융합인재교육을 통해 학교 밖 청소년들의 수학학습의 특성이 어떻게 변화될 수 있는지 고찰하기 위한 목적으로 수행되었다. 이를 위해 ○○광역시 학교 밖 청소년 지원센터에서 고등학교 졸업 검정고시 수학 학습반을 수강하고 있는 학교 밖 청소년을 연구 대상으로 선정하였고, 수학-음악 융합인재교육을 위한 자료 개발 및 수업적용, 적용결과에 대한 자료 분석을 순차적으로 진행하였다. 학교 밖 청소년을 대상으로 검정고시와 연계한 수학과 음악 융합인재교육을 실시한 결과, 학교 밖 청소년들에게서 수학에 대한 정의적 영역 및 문제풀이 전략의 긍정적 변화를 살펴볼 수 있었다. 또한, 학교 밖 청소년들의 수학학습 발전가능성을 확인할 수 있었다. 본 연구를 기점으로 학교 밖 청소년들을 위한 수학중심 융합인재교육 프로그램의 개발 및 다양한 유형의 학생을 대상으로 하는 수학중심 융합인재교육에 대한 연구가 활성화되기를 기대한다.

Abstract ▼ AI-Helper

The purpose of this study is to analyze the changes in mathematical learning through applying STEAM education according to social needs for out-of-school youth. For this purpose, we developed a teaching and learning model and program for mathematics and music STEAM education, and we implemented and analyzed the changes of affective area and problem-solving strategies. The analysis results of characteristic in affective area are as follows: first, the activity-oriented class of mathematics and music STEAM education aroused interest in mathematics. Second, providing opportunities for mathematics and music STEAM education instilled a positive perception of the value of mathematics and STEAM education. Third, the autonomous communication-oriented learning environment of mathematics and music STEAM education improved confidence and motivation to learn in mathematics. The analysis results of the characteristic in problem-solving strategy are as follows: first, through the STEAM education with mathematics and music, a conceptual understanding of internally and externally dividing points was formed, and a given problem was expressed and solved in a formula. Second, the functional correspondence relationship was understood, and the given problem was described and solved with symbols associated with the function. The suggestions of the study are as follows: first, based on the teaching and learning model and results of this study, various STEAM education programs for out-of-school youth should be developed and expanded to foster future competencies and provide new changes for out-of-school youth. Second, it can be used for research on the development of teaching and learning materials for convergence elective subjects in the high school credit system by referring to the mathematics and music convergence STEAM program of this study. As the subjects and fields of STEAM education are diversified and organized, students in need of receiving educational opportunities will be reduced, and there will be a world where the name of out-of-school youth and alternative education will not be necessary. Therefore, it is expected that development of teaching and learning programs created by interest in education of out-of-school youth will be used as an innovative idea in school education to achieve a virtuous cycle.

주제어

표/그림 (10)

표 <표 II-1> 수학 교과 중심 융합인재교육의 선행 연구 분포 통계
그림 [그림 II-1] 학교 밖 청소년 대상 수학과 음악 융합인재교육 교수·학습 모형
표 <표 II-2> 학교 밖 청소년 대상 수학과 음악 융합인재교육 수업 유형
그림 [그림 II-2] 연구절차
표 <표 III-1> 수학과 음악 융합인재교육 프로그램 개요
그림 [그림 III-1] 순정률을 기반으로 개발한 외분점 문제
그림 [그림 III-2] 조옮김의 합성함수 대응 관계
표 <표 III-2> 정의적 영역의 사전-사후 검사 결과
표 <표 III-3> 내·외분점 영역 사전-사후 검사 응답에서 보인 문제풀이 전략
표 <표 III-4> 함수 영역 사전-사후 검사 응답에서 보인 문제풀이 전략

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