The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Elementary school students' levels of quantitative reasoning of units: Using open number line tasks

초등학교 저학년 학생의 단위 추론 수준: 개방형 수직선 과제를 중심으로

  • Received : 2023.10.23
  • Accepted : 2023.11.26
  • Published : 2023.11.30
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Abstract

Measurement is an imperative content area of early elementary mathematics, but it is reported that students' understanding of units in measurement situations is insufficient despite its importance. Therefore, this study examined lower-grade elementary students' quantitative reasoning of units in length measurement by identifying the levels of reasoning of units. For this purpose, we collected and analyzed the responses of second-grade elementary school students who engaged in a set of length measurement tasks using an open number line in terms of unitizing, iterating, and partitioning. As a result of the study, we categorized students' quantitative reasoning of unit levels into four levels: Iterating unit one, Iterating a given unit, Relating units, and Transforming units. The most prevalent level was Relating units, which is the level of recognizing relationships between units to measure length. Each level was illustrated with distinct features and examples of unit reasoning. Based on the results of this study, a personalized plan to the level of unit reasoning of students is required, and the need for additional guidance or the use of customized interventions for students with incomplete unit reasoning skills is necessary.

측정은 초등 수학의 핵심 영역이지만 중요도에 비하여 측정 상황에서 단위에 대한 학생들의 이해는 충분하지 않은 것으로 보고되고 있다. 이에 본 연구는 길이 측정 상황에서 초등학교 저학년 학생의 단위 추론에 대한 수준을 분석하여 이를 바탕으로 측정 영역에서 단위 추론을 지도하기 위한 방안을 모색하고자 하였다. 이를 위하여 개방형 수직선을 활용하여 길이 측정 과제를 적용한 초등학교 2학년 학생들의 응답을 수집 및 분석하였다. 연구 결과, 초등학교 저학년 학생들의 단위 추론 수준은 단위화, 단위 반복, 단위 분할 정도에 따라 1단위 반복하기, 주어진 단위 반복하기, 단위 사이의 관계 알기, 단위 변환하기의 4개의 수준으로 나타났다. 가장 많은 분포를 보인 수준은 길이 측정을 위해 단위 사이의 관계를 인식하는 수준이었으며 각 수준을 대표하는 단위 추론에 대한 학생들의 수준별 특징과 사례를 제시하였다. 본 연구 결과를 토대로 초등학교 저학년 학생들의 단위 추론 수준에 맞는 지도 방안이 요구되며, 불완전한 단위 추론 능력을 가진 친구들을 위한 추가 지도나 맞춤형 중재물의 활용이 필요함을 논의하였다.

Keywords

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