• 초등상담연구
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• 제11권1호
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• pp.21-33
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• 2012

본 연구는 사회성측정(sociometry)을 통한 사회적지위의 유형에 따라 초등학생의 학업성취도에서 차이가 나타나는지를 알아보는데 있었다. 이를 위하여 K시에 소재한 S초등학교 6학년 201명을 대상으로 성별의 분리를 적용하여 7가지(인기, 평범, 배척, 높은 공격성에 의한 배척, 높은 수동성에 의한 배척, 무시, 양면성아동)로 지위유형을 분류한 다음, 각각의 지위집단 유형이 보여주는 학업성취도를 종속변인으로 하여 사회적지위 유형과 학업성취도간의 관계를 알아보았다. 5가지 사회적지위 유형을 분류하기 위하여 안이환(2007)에 의해 개발된 한국형 사회성 측정의 전산프로그램이 사용되었으며, 나머지 2가지 하위유형 분류는 실험조건에 따라 분류되었다. 종속변인은 2011학년도 1학기 중간학력평가 교과군별 점수였다. 성별과 지위유형에 따라 인문군(국어와 사회)과 자연군(수학과 과학)의 평균치가 비교되었다. 이때의 준거집단은 평범아동 집단이었다. 본 연구의 결과, 남자아동의 경우, 인문군과 자연군에서 모두 무시된아동의 성적이 가장 높게 나타났으며, 양면성아동이 인문군과 자연군에서 모두 가장 낮은 성적을 보였다. 여자아동의 경우에는 인문군과 자연군에서 모두 인기, 무시, 양면성아동이 유사한 범위에서 가장 높은 성적을 보였으며, 배척아동이 인문군과 자연군에서 모두 가장 낮은 성적을 나타냈다. 이러한 결과로 볼 때, 학업성취도는 초등학생의 사회적지위 유형과 관련되어 있음을 알 수 있었다. 관계지향적 학습형태를 지향하는 오늘날의 교육과정에 대한 흐름을 고려해 볼 때, 초등학생들의 학업성취도를 높이기 위한 사회적관계의 연구에 대한 필요성이 시사되었다.

• 한국학교수학회논문집
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• 제18권3호
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• pp.281-309
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• 2015

본 연구는 또래교수 학습법을 활용한 수학 교수학습과정에서 집단별로 수학 성적이 다른 또래학습자의 3개의 집단에서 각 담론의 공통점과 차이점을 분석하여 이 학습법을 활용하고자 하는 교수자에게 교수학적 시사점을 제공하고자 한다. 이러한 목적 달성을 위해 수학 성적 최상(A) 상(B) 중(C) 하(D)위 집단에서 연구 참여자를 각각 한명씩 선정하여 수학 학업 성취도가 가장 높은 학생이 또래교수자가 되고, 나머지 3명의 학생들이 또래학습자가 되어 A-B, A-C, A-D의 3개의 집단을 구성하였다. A-B, A-C, A-D의 각 집단별 의사소통을 통해 자신의 생각을 설명하는 기회를 가지도록 하였으며, 이를 촬영한 비디오 자료와 사전 사후 활동지를 분석한 질적 사례 연구를 실시하였다. 담론 전사본과 활동지를 열 네개의 문제에 대하여 구조화된 자료를 비교 대조하여 세 집단에서 보이는 공통점과 차이점에 대하여 분석하였다. 본 연구는 또래교수자에게 또래교수 학습법이 어떤 도움을 주고 있는지에 대한 구체적인 장면을 제시하고 있으며, 또래학습자의 성적 차이가 집단 별로 다를 때 수학적 담론의 특징이 다양하게 나타나는 것을 보여준다. 따라서 또래교수의 집단 구성을 할 때 성적의 차이를 고려하여 구성할 필요가 있음을 제안하여 또래교수의 집단 구성 방법에 실질적인 도움을 줄 수 있을 것으로 기대한다.

• 한국학교수학회논문집
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• 제4권2호
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• pp.103-113
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• 2001

The teaching-learning method utilizing Web makes it possible for the students take the initiative in any field and offers the teaching strategy, methodology and teaching-learning materials suitable for students' ability and standard. The purpose of this study is to investigate the characteristics of WBI in mathematics class for the effective teaching and learning focusing on the unit 'Function' in the 1st grade of middle school and verify its effectiveness by developing the WBI programs which can progress learning achievement and applying them to math class. Two hypotheses were established for this study. Hypothesis 1 : There will be meaningful difference between the group that studies under WBI and the one that doesn't, Hypothesis 2 : There will be meaningful difference in the attitude and interest toward learning between the group that studies under WBI and the one that doesn't. In order to find out the result, I have made a comparative analysis through t-verification on the object of two classes of the 1st grade in P middle school that I have been working for. The result shows that the class utilizing WBI is more effective than the traditional lecture-oriented class since there is a meaningful difference between the control group and experimental one and also that the class based on WEB has a great influence on students' interest and positive attitude toward math class.

• 한국학교수학회논문집
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• 제4권2호
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• pp.75-84
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• 2001

The purpose of this research is to promote the academic achievement motivation and improve problem solving ability in Mathematics. In addition I hope to explore a new teaching method and facilitate students interest in mathmatics. If the teachers utilize an Internet Web Page and exchang information, the interaction activities will allow them to collect and analyse a variety of data. As this teaching method assists students motivation to get the effects of self-regulated learning strategies of students using the internet and their academic achievements and learning attitudes can be explored. The information will be gathered after the students participate in classes which were taught through the Edunet Homepage and the Department of Mathematics Homepage of KongJu National University. The Internet pages focused on the "Function" chapter of the first grade text for students attending middle school. The students were divided into two groups, experimental and comparative. Each group is composed of three levels, high, middle, and low. In the post experimental phase, two tests were administered which measured achievement ability and the learning attitude of the students. The results of the tests were then compared and analyzed. The results were as follows: First, the study demonstrated that self-regulated Learning Starategies towards Academic Achievements and Learning Attitudes were more effective than traditional teaching methods. These methods were significantly effective in the middle level and low level groups. The study demonstrated little to no improvement in the high level groups

• 한국학교수학회논문집
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• 제3권1호
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• pp.117-129
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• 2000

The purpose of this research consists in understanding how the effects of Teaching Method by Questions on the achievement ability of math study and learning attitude are in the aspect of teaching and learning procedure, compared with those of the traditional teaching way. To attain the purpose, the research questions have been set up as follows: ［Research Question 1］ How to make a teaching plan of effective Learning by Questions\ulcorner ［Research Question 2］ Can Learning by Questions bring about a meaningful difference between two groups (experimental group and comparative group) in the aspect of the achievement ability of math study\ulcorner ［Research Question 3］ Can Learning by Questions change the Learning attitude of the students positively\ulcorner The outcome is as follows: First, it shows that the experimental group with Learning by Questions have marked more significant difference than the comparative group in the aspect of the achievement ability of math study. That is, Learning by Questions has a positive effect on the achievement ability of math study. Second, the experimental group with Learning by Questions have brought about more positive learning attitude than the comparative group without Learning by Questions.

• 한국학교수학회논문집
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• 제2권1호
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• pp.157-166
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• 1999

Compared with other subjects, mathematics has great differences in achieve-ment. In hope of solving this problems, most schools try the level-movement learning. Although they say it may have some effect because of its homogeneous group, the level groups still have differences in achievement in their students abilities. So, this study aims to present an appropriate tasks for the advanced, intermediate and beginner groups and to help self-directed learning by selecting an appropriate tasks for the students' own level. To achieve thiese goals, a great deal of level tasks were developed and given to the students. After lettins them an select appropriate tasks for their own level and perform self-directed learning, the tasks were measured carefully for their interest, attitude and achievement in learning. Consequently, we tried a new method to improve uniformity and to turn teacher-centered learning into student-centered learning. The following is the conclusion to this study. First, self-directed learning based on the selection of level tasks has meaningful effects on learning achievement in mathematics, especially for the beginner group. Second, though the above method did not improve an interest for mathematics, but was very effective in the improvement of learning attitudes.

• 한국학교수학회논문집
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• 제3권2호
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• pp.111-122
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• 2000

This study is focused on vocational high school students who feel hardly interested in mathematics and are considered to have very limited basic scholastic ability. It analyzes the data obtained by applying the material, extracted from the Internet and literature to school classes from March to July, for the purposes of improving the degree of scholastic achievement on the basis of the fact that interest induced learning materials were developed and applied to the students to bring about their motivation resulting in a positive change in understanding and attitudes to mathematics. According to the result of the analysis, the level of students' scholastic ability of both the comparative class and the experimental class were too low to become interested in mathematics. However, the experimental class students seemed to feel familiar to the learning materials rather than reluctant, and it appeared that their interest and behavior of learning began to change gradually in an extent. In addition to that, as an aspect of scholastic achievement there was not considerable difference between the two classes, but as time went, some valuable changes were found. Unfortunately, the size of group of the research was small and the period of the experimental classes was not extensively long, and therefore the same result might not occur in other groups. However, it is believed that in class-time, educating students by putting in learning materials bringing about relevant motivation to the class, will lead them to become interested in mathematics, and change their attitudes and understanding of mathematics. After all, scholastic achievement will be effective.

• 공학교육연구
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• 제16권1호
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• pp.54-63
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• 2013

This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

• 한국융합학회논문지
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• 제13권4호
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• pp.39-44
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• 2022

수학 프랜차이즈 교육기업들은 다양한 온라인 학습 시스템을 개발하여 학습자에게 온-오프 통합 교육을 진행하고 있다. 기존 온라인 학습은 학습자에게 한 방향의 강의 콘텐츠 전달과 학습 결과에 대한 양적인 문제풀이 학습을 진행하고 있다. 그러나 학습자 마다 학업 성취 역량이 다르며 수학문제를 해결할 때 정확히 어느 부분에서 이해도가 떨어졌는지를 확인할 수 없다. 본 논문에서는 체계적이고 구조적인 WCSNA 학습법을 제안하고 이를 기반으로 온라인 학습시스템을 구축하여 학습자의 취약한 부분을 발견하고 효율적인 학습자 관리방안을 제안한다. 개발된 학습법과 시스템을 통하여 학습자에게는 균형 잡힌 문제해결 능력을 배양하고, 프랜차이즈 기업에게는 차별화된 브랜드 이미지 및 상담 서비스를 제공할 것으로 기대한다.

• 디지털융복합연구
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• 제16권7호
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• pp.213-222
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• 2018

본 연구의 목적은 고등 수학교육에 있어서 스마트 러닝의 특징적 적용을 통해 교육환경의 확장과 학습자 역량의 확장을 시도하고 그 효과성을 분석하는 것이다. 본 연구는 2017년 G대학에서 1학년 학생들의 공학인증 과목 중 하나인 미적분학I을 수강하는 화공생명학과 학생들 118명을 실험집단과 비교집단으로 분리하여 스마트러닝의 효과성을 검증하였다. 즉 수업에서 공학도구를 활용한 다양한 학습활동과 SNS를 통한 교수자와 학습자 간의 활발한 상호작용이 시각적 이해와 수학적 개념형성, 그리고 학습성과에 미치는 영향을 분석하였다. 연구결과에 따르면 실험집단에서 긍정적인 학업성취를 보였으며 학습자들의 만족도가 높았다. 본 연구는 고등 수학교육에서 스마트러닝의 가능성을 확인하였으며 향후 질 높은 스마트러닝을 실현하기 위한 전략을 제안한다.