중학생의 공간 시각화 능력에 대한 연구 : 3차원 회전 능력을 중심으로

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 2권 / 2호
· 저자명 : 이종희, 전선경

목차

요약
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 공간 시각화에 대한 실험 연구
Ⅳ. 기하 영역에 관한 교과서 분석
Ⅴ. 결론 및 제언
참고문헌
Abstract

초록

기하는 수학의 중요한 분야이며, 수학 교육의 목표 중 기하 교육을 통한 목표의 하나로 최근에는 공간 능력이 강조되고 있다. 본 논문은 공간 능력 중 공간 시각화 능력에 대해 수학 성취도와의 상관 관계를 조사하며, 학년이 올라감에 따라 공간 시각화 능력이 신장되는지를 조사함으로써, 현행 수학 교과서의 기하 영역이 제대로 구성되어 있는지를 분석한 보고서이다.

영어초록

Geometry is an important part of mathematics, and recently spatial ability is emphasized as one of many objects through geometry instruction in the objects of mathematics education.
A lot of studies showing the relationship between spatial ability and mathematics achievement, and studies related to gender differences in spatial ability are being continued. Many educators of mathematics assert the extension of student's spatial ability through geometry instruction. But, there are few studies on the construction of geometry section in mathematics textbook with respect to extension of spatial ability.
This study investigated the relationship between spatial visualization ability-a particular subset of spatial ability-and mathematics achievement.
It investigated also the existence of extension of spatial visualization ability as ascending grades, so this study presents whether the geometry section in mathematics textbook is constructed adequately to that object.
Two opposite type middle schools were sampled in this study: all-boys school, and all-girls school. This research got a Purdue Spatial Visualization-Rotations Test to all grades of the sample middle schools, and gathered mathematics scores of National Achievement Assessment tested last year for second and third grades (middle school) students.
The results of this research as follows:
First, there exist a positive relationship between spatial visualization ability and mathematics achievement in the middle school students.
Second, there does not exist grades differences in spatial visualization ability of middle school students except for the difference between first - second grades of boy students, i. e., their spatial visualization ability does not be extended as ascending grades.
Thus, the hypothesis was taken that the geometry section in mathematics textbook was one of the cause of no extension of spatial visualization ability. And for the geometry section in first and second middle school mathematics textbook, the content construction was analyzed.
As a result, the part related to spatial visualization ability in the geometry section is about 30.3% in first grade, and about 11.8% in second grade. This can be related the relative difference between the difference of average of 1-2grades(increasing 1.09) and the difference of average of 2-3grades(decreasing 0.02), in comparison with the grades difference of spatial visualization ability.

참고자료

· 없음