DOI QR코드

DOI QR Code

대학기초수학 수업에서 스마트폰을 활용한 시각적 의사소통이 수학교육에 미치는 영향 연구

A Study on the Effect of Visual Communication Utilizing Smartphones on Basic Mathematics Education at the Tertiary Level

  • 투고 : 2016.08.09
  • 심사 : 2016.10.20
  • 발행 : 2016.10.28

초록

본 연구는 G대학에서 214명 대학생들을 대상으로 네 강좌로 나누어 일주일에 2시간씩 16주 동안 대학기초수학을 수업하는 과정에서 스마트폰을 활용한 비주얼 교육이 수학의 기본 개념 이해와 학업성취도에 미치는 영향을 분석하였다. 또한 스마트폰의 SNS를 통한 즉각적 피드백이 학습자의 학업에 미치는 영향을 조사하였다. 공학도구의 활용에 관하여 수업 전 사전테스트와 수업 후 사후테스트를 통해 총 30문항의 태도 검사를 실시하였다. 중간고사와 기말고사 결과를 분석하여 수업 중의 학습자의 수학개념에 대한 이해도와의 차이를 분석하였다. 연구결과로는 기존의 지필 풀이에만 의존했던 방식과 달리 공학 도구를 사용함으로써 시각적인 이해 방법으로 그래프와 수학의 개념적 연결고리가 형성되어 학습자의 개념적인 전이가능성을 보여주었다. 스마트폰을 비롯한 공학도구의 사용이 개념의 이해를 더 쉽도록 지원하였고 학생들의 자발적인 참여를 유도할 수 있었으며, 수학에 대한 흥미유발과 긍정적 태도를 촉진할 수 있다는 긍정적인 성과를 얻게 되었다.

This study investigated the effect of visual mathematics education using smartphones and immediate feedback through SNS on students' understanding of basic mathematical concept and academic achievement at the tertiary level. Researchers analyzed the test results of 214 students' mid-term and final examination in 4 classes consisted of 16 weeks' classes with two hours per week. Also their 30 questionnaire survey results were analyzed. The result reveals that classes using smartphones promoted understanding mathematical concepts and induced students' motivation and affirmative reaction. This study implies that an appropriate use of technology will support dynamic visualization of mathematical modeling and its interpretation, which enables students' active participation and deeper understanding.

키워드

참고문헌

  1. National Council of Teachers of Mathematics, "Principles and standards for school mathematics", Reston, VA: National Council of Teachers of Mathematics, 2000.
  2. J. Kaput, "Technology and mathematics education", NCTM Yearbook on Mathematics Education, pp. 515-556, 1992.
  3. A. G. Duncan, "Teachers' views on dynamically linked multiple representations and representations and relational understanding of mathematics an investigation into the use of TI-Nspire in scottish secondary schools", School of Education Research Report, University of Aberdeen, Scotland, UK, 2010.
  4. M. O. J. Thomas, & Y. Y. Hong, "Teacher integration of technology into mathematics learning", International Journal for Technology in Mathematics Education, Vol. 20, No. 2, pp. 69-84, 2013.
  5. Ye-Yoon Hong, "Pre-service teachers' practical use of graphing calculators for STEAM education" The Journal of Educational Information and Media, Vol. 20, No. 3, pp. 355-372, 2014.
  6. OECD, "The definition and selection of key competencies: Executive summary", Paris, France: OECD, 2005.
  7. K. Lim, D. Y. Lee, "Research on pre-service teachers' perceptions of smartphones for educational use and suggestions for school policy", Journal of Digital Convergence, Vol. 10, No. 9, pp. 47-57, 2012.
  8. J. E., Tuovinen, & J. Sweller, "A comparison of cognitive load associated with discovery learning and worked exampled", Journal of Educational Psychology, Vol. 91, No. 2, pp. 334-341, 1999. https://doi.org/10.1037/0022-0663.91.2.334
  9. L. C. Shulman, "Those who understand: Knowledge growth in teaching", Educational Researcher, Vol. 15, No. 2, pp. 4-41, 1986. https://doi.org/10.2307/1175860
  10. H. J. Jung, "A study on the Development of Teaching Materials based on the Cognitive Load Theory : Focused on the Creative Engineering Design Subject", M.A. dissertation, Dankook University, 2010.
  11. R. E. Mayer, "Seeking a science of instruction", Instructional Science, Vol. 38, No. 2, pp. 143-145, 2010. https://doi.org/10.1007/s11251-009-9113-x
  12. T. Kuhl, T., K. Scheiter, P. Gerjets, & S. Gemballa, S., "Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?" Computers & Education, Vol. 56, No. 1, 176-187. 2011. https://doi.org/10.1016/j.compedu.2010.08.008
  13. R. Jeeheon, "The Effect of Contiguity Principle on the Cognitive Load Factors in Different Line Lengths and Types of Task", Journal of Educational Technology, Vol. 27, No. 2, pp. 401-425, 2011. https://doi.org/10.17232/KSET.27.2.401
  14. Ye-Yoon Hong, "Conceptual Understanding of The Link Between Linear Equations And Functions By Using Multi-Representation of Graphics Calculator", Korean Journal of Teacher Education, Vol. 28, No. 1, pp. 1-18, 2012.
  15. Ji-yeun Chang, "Convergence of Education and Information & Communication Technology : A Study on the Communication Characteristics of SNS Affecting Relationship Development between Professor and Student", Journal of the Korea Convergence Society, Vol. 6, No. 6, pp. 213-219, 2015. https://doi.org/10.15207/JKCS.2015.6.6.213
  16. Seung-Soo Shin, Jung-In Kim, Jeong-Jin Youn, "Vulnerability Analysis of the Creativity and Personality Education based on Digital Convergence Curation System", Journal of the Korea Convergence Society, Vol. 6, No. 4, pp. 225-234, 2015. https://doi.org/10.15207/JKCS.2015.6.4.225
  17. Ye- Yoon Hong, Yeon-Wook Im, "An analysis of factors which affect teachers' self-confidence in using technology for mathematics class", Journal of Digital Convergence, Vol. 10, No. 11, pp. 565-577, 2012. https://doi.org/10.14400/JDPM.2012.10.11.565