[그림 II-1]수리적이고 기능적인 수학의 개념 발전(Hoogland, 2011, p.5)
[그림 IV-1] 수리문해 프로그램 개발을 위한 수학 영역과 실생활 소재의 매핑 과정
[그림 V-1]학습자별 인지적 변화(좌: k-mmse 결과, 우: 노인경도인지 장애를 위한 선별 언어 결과)
<표 III-1> 연구절차
<표 III-2> 인지적 변화 분석기준
<표 IV-1> 수리문해 프로그램에서 제시된 경험기반의 실생활 학습 소재
<표 IV-2> 성인수학기본교육과정 가이드(Evans, 1983)
<표 IV-3> 수리문해 프로그램 최종 커리큘럼
<표 V-1> 학습 진행에 따른 학습자B의 변화
<표 V-2> 학습자E의 반응
<표 V-3> 수학학습 후 성취감에 대한 예시
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