체계적 오류 교정 절차 지도가 수학학습장애아동의 곱셈과 나눗셈 능력에 미치는 효과
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서지정보
ㆍ발행기관 : 한국발달장애학회
ㆍ수록지정보 : 발달장애연구 / 12권 / 2호
ㆍ저자명 : 신진숙, 김지예
ㆍ저자명 : 신진숙, 김지예
목차
Ⅰ. 서 론Ⅱ. 연구 방법
Ⅲ. 결과 및 논의
Ⅳ. 결론 및 제언
참 고 문 헌
ABSTRACT
한국어 초록
본 연구는 사칙연산 중 곱셈과 나눗셈에 더 많은 오류를 범하는 수학학습장애 아동을 대상으로 그들이 나타내는 곱셈과 나눗셈의 오류유형을 살펴보고, 수학학습장애아동에게 체계적 오류 교정 절차 지도 방법을 적용하여 곱셈과 나눗셈 능력에 미치는 영향을 살펴보고자 하였다. 연구대상은 초등학교 6학년 수학학습장애아 10명이었으며 체계적 오류 교정 절차 지도를 10주 동안 주 3회(1회 40분) 총30회 실시하였다. 연구 결과 체계적 오류 교정 절차 지도가 수학학습장애아동의 곱셈과 나눗셈 능력에 긍정적인 영향을 미쳤음을 알 수 있었으며, 유지 검사 결과로 보아 실험이 끝났음에도 아동의 학업에 여전히 체계적 오류 교정 절차 지도가 영향을 미치고 있음을 알 수 있었다.영어 초록
The research questions were posed as below :First, Does a systematic error-correction program improve the multiplication problem- solving skills of students with Mathematical disabilities?
Second, Does a systematic error-correction program improve the division problem- solving skills of students with Mathematical disabilities?
The subjects in this study were 10 children who were selected from among sixth graders in elementary school in Gimhae, Kyoumgnam. Their scores were below 60 out of possible 100 points when they took a mathematics test. But their IQ was 85 or more, which was normal.
The selected children were divided into an experimental group and a control group. The experimental group participated in a systematic error-correction program, and the control group took just typical lessons.
The systematic error-correction program was selected as an independent variable, and the multiplication and division problem-solving skills of the underachievers was selected as a dependent variable.
The program was conducted 30 sessions for ten weeks, three sessions a week, 40 minutes each, and in the process of error-type analyzing, explaining, demonstrating, questioning, answering, sequential practicing, testing and retention test.
The findings of the study were as follows:
First, as for their improvement in academic achievement about multiplication after the program, the experimental group made better progress than the control group, and the gap between the two was statistically significant.
Second, as for their improvement in academic achievement about division after the program, the experimental group made better progress than the control group, and the gap between the two was statistically significant. And the gap between the two was statistically significant.
Overall, the systematic error-correction program served to boost the academic achievement of students with mathematical disabilities positively affecting their multiplication and division problem-solving skills.
The findings of the study suggested that the academic deficiencies of the underachievers might be rooted in the teaching method of their teachers or their own learning methods. Those children fell behind their peers in terms of academic achievement, but an application of well-planned learning methods suitable for them could stimulate their potential learning capabilities and eventually let them catch up with their peers.