Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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Relationship Between Mathematics Anxiety, Interest and Mathematical Grades of High School Students According to Math Socialization

고등학생의 수학사회화 경험 수준에 따른 수학점수, 수학불안과 수학흥미도 간의 관계 연구

  • Received : 2018.10.06
  • Accepted : 2018.12.14
  • Published : 2019.02.15
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Abstract

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to math socialization, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. For this purposes, the problem of this study as follows: firstly, are there any relationship among mathematical grades, mathematics anxiety, interest and math socialization? secondly, are there any math socialization mathematics predict to mathematical grades, mathematics anxiety, interest? lastly, are there any differences in the mathematical grades, mathematics anxiety, interest according to math socialization level? The subjects of this study consist of 479 students selected for a class of unit, in high schools located in Seoul and metropolitan area, Korea. In this study, for students math socialization, Jung(2002)'s scale was used. Mathematical anxiety & interest, Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, pearson correlation and multiple regression. The major results of this study were as follows: firstly, math socialization, mathematics anxiety, interest and mathematical grades have significantly related each other, secondly, the multiple regression analyses demonstrated that sub factors of math socialization were the significant predictors of mathematical grades, mathematics anxiety and interest, lastly, mathematics grades, and mathematical anxiety and interest have significant differences depending on math socialization.

이 연구는 대학 진학의 심리적 부담을 느끼는 고등학생을 대상으로 수학사회화 경험, 수학점수와 수학불안 및 흥미도 간의 상관관계를 알아본 뒤 수학사회화 경험이 수학점수와 수학불안 및 흥미도에 미치는 설명력을 알아보며, 수학사회화 경험 수준에 따라 수학점수와 수학불안 및 흥미도에 차이가 있는지 분석하고자 실시되었다. 이를 위해 수도권지역의 고등학생 479명을 대상으로 수학사회화 경험, 수학불안, 흥미도 검사와 수학 성적을 조사하였으며 수집된 자료는 spss 24.0 프로그램을 활용하여 t-검증, Pearson 상관분석, 회귀 분석 등을 실시하였다. 연구 결과는 첫째, 수학사회화 경험과 수학점수, 수학불안과 흥미도는 의미 있는 관계가 있었으며 둘째, 수학사회화 경험은 수학점수, 수학불안과 흥미도를 의미 있게 설명하는 변인임을 알 수 있었다. 셋째, 수학사회화 경험 수준에 따라 수학점수 및 수학불안과 흥미도는 차이가 있는 것으로 나타났다.

Keywords

<표 Ⅳ-1> 수학사회화 경험과 제 변인들 간의 상관

SHGHFM_2019_v33n1_21_t0001.png 이미지

<표 Ⅳ-2> 수학사회화 경험수준 상위집단의 제 변인들 간의 상관

SHGHFM_2019_v33n1_21_t0002.png 이미지

<표 Ⅳ-3> 수학사회화 경험수준 하집단의 제 변인들 간의 상관

SHGHFM_2019_v33n1_21_t0003.png 이미지

<표 Ⅳ-4> 수학점수에 대한 수학사회화 경험의 회귀분석

SHGHFM_2019_v33n1_21_t0004.png 이미지

<표 Ⅳ-5> 수학불안에 대한 수학사회화 경험의 회귀분석

SHGHFM_2019_v33n1_21_t0005.png 이미지

<표 Ⅳ-6> 흥미도에 대한 수학사회화 경험의 회귀분석

SHGHFM_2019_v33n1_21_t0006.png 이미지

<표 Ⅳ-7> 수학사회화 경험 수준에 따른 수학점수와 수학불안 및 흥미도의 차이

SHGHFM_2019_v33n1_21_t0007.png 이미지

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