자기조절학습전략이 수학학습부진아의 사칙연산능력과 오류유형에 미치는 영향

서지정보

ㆍ발행기관 : 한국특수교육교과교육학회 ㆍ수록지정보 : 특수교육교과교육연구 / 1권 / 1호
ㆍ저자명 : 김형일, 오황균

목차

"Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 결론 및 제언
참고문헌"

한국어 초록

본 연구의 목적은 자기조절학습 훈련이 수학학습부진아의 사칙연산능력(덧셈, 뺄셈, 곱셈, 나눗셈)과 곱셈, 나눗셈의 오류유형에 미치는 영향을 분석하는 것이다. 연구는 초등학교 5학년의 수학능력이 부진한 아동 3명을 대상으로 하였다. 자기조절학습전략 훈련프로그램은 14가지 자기조절 학습전략을 단계적으로 적용하였다. 연구 결과를 다음과 같다. 첫째, 자기조절학습전략이 학습부진아의 사칙연산 중 덧셈능력 향상을 가져왔다. 둘째, 자기조절 학습전략이 받아 내림이 2-3회 있는 중급, 상급문제에서 오류 빈도가 높았으나, 학습부진아의 사칙연산 중 뺄셈능력 향상에 효과가 있는 것으로 나타났다. 셋째, 곱셈의 연산 능력 평균 점수의 기초급의 문항에서 비교적 많은 향상을 가져왔다. 넷째, 자기조절학습전략이 나눗셈의 연산능력 점수에서 전반적으로 향상을 가져왔다. 이상의 결과에 의하면, 자기조절학습전략은 수학학습부진아의 사칙연산능력 향상에 긍정적인 영향을 미쳤다고 볼 수 있다. 그러나 전반적으로 상급문제에서 학습전략의 성과가 미미하게 나타난 것은 단기간의 훈련으로 수학학습부진아의 오랫동안 습관화ㆍ고착화되었던 인지적ㆍ행동적 학습 전략을 내면화하기에는 한계가 있었기 때문이라고 할 수 있다.

영어 초록

The purpose of this study was to examine the effects of self-regulated learning strategies on the arithmetic calculation ability (addition, subtraction, multiplication, division) of students with underachievement in mathematics learning. For this purpose, three students were finally selected after taking the basic learning function test(Korean Educational Development Institute, 1987).
The self-regulated learning strategy training program used in this study was prepared by restructuring the program developed by Mun Byeong‐Sang (1993) to train children based on 14 self-regulated learning strategies by Zimmerman and Martinez-Pons(1986), and the program was applied step by step in the process of solving arithmetic calculation problems. The results of this study are as follows.
First, when comparing the result of the posttest with that of the pretest, the self-regulated learning strategy improved the addition ability in all the three underachievers. Second, the self-regulated learning strategy appeared to be effective in improving the participating students’ subtraction although errors were frequent in intermediate and advanced problems with 2~3 times of subtract with borrow. Third, the self-regulated learning strategy brought relatively high
improvement in basic multiplication questions. Although the participating students’ achievement in intermediate and advanced problems was low, they showed improvement in their multiplication ability. In addition, the error patterns in multiplication showed that algorithm errors decreased significantly. Due to the improvement of calculation ability, the correct understanding of learning goals and the systematization of learning contents, the students showed one‐step advanced error patterns in the process of calculation. Fourth, the self-regulated learning strategy brought general improvement in the division ability. According to the result of examining the effects of the strategy on error patterns in division, errors in the pretest were mainly algorithm errors, multiplication errors and 0 handling errors, but in the posttest algorithm errors decreased significantly but errors from advanced division calculation such as 0 handling errors and assumed quotient errors appeared.
According to the result of analyzing error patterns in multiplication and division, the participating students made errors in the pretest because they could not figure out how to calculate, stopped calculating or did not try to solve given problems.
However, the result of post-test showed a significant decrease in algorithm errors, still made errors in the process of advanced calculation.
Key words : self-regulated learning strategy, students with learning difficulties in mathematics, arithmetic calculation abilities

참고 자료

없음