또래 오답노트로 만든 시청각자료가 수학 학습자의 오답교정에 주는 영향 – 초등학교 3학년 ‘덧셈과 뺄셈’ 단원을 중심으로 -

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 19권 / 4호
· 저자명 : 서현정, 류희수

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
III. 연구 내용 및 방법
IV. 연구의 실제 및 결과
V. 결론 및 제언
참고문헌

초록

음성자료는수학이아닌다른과목에서주로활용이되어왔으나,수학에서도활용가능성을생
각해 볼 수 있다. 수학과에서 수학적 의사소통을 중요시한다고는 하나 국어과나 영어과 지도에서
주로강조되어오던시청각자료에대해서는많은연구가이루어지지않아이러한부분에대하여재
조명해보고이를활용해보고자하였다.
본연구는수학과교수-학습활동중평가를실시한후오답을교정할때,일상적인수업상황에
서실시하는교사의오답교정지도후학생이자신의오답노트를쓰는것에서더나아가또래의오
답노트에대한시청각자료를제공하는것이수학학습자의오답교정에어떤영향을주는가와특정
문항에서다른문항들과의차이를보이는가를문항응답분석및학생들과의인터뷰를통해분석하
였다.이를위해문항별로나타난또래들의다양한오답에대해교정과정을설명한음성자료와또
래오답노트로만든시각자료를더하여시청각자료를제작하였다.이는초등학교수학수업에추가
적으로제공하여보완ㆍ보충자료로활용될수있을것이다.
본연구의결론은다음과같다.첫째,교사의수업에집중하지않는학생이나교사에게질문하기
를꺼려하는학생에게는시청각자료를바로제공하여오답교정지도를해주는것도지도방법이될
수있다.둘째,수업시간에흥미를느끼지못하고집중력이떨어지는학생들의경우에시청각자료
활용은도움이될수있다.셋째,실수로문제를틀리거나오답노트쓰기를힘들어하는학생들에게
시청각자료의제공을통한오류교정이의미있을수있다.

영어초록

The purpose of this study was to figure out the change in the error correction of
mathematics learners when using audiovisual material in addition to learners writing their own
correction notes after error correction guidance led by the teacher.
The results found through the interviews and question analyses are as follows.
(1) In this case, where it’s difficult for a student to correct multiple mistakes at a time, we
can consider the use of the audiovisual material. (2) It is possible to present the audio-visual
materials to students who have trouble paying attention to the teacher’s instructions, or to
students who are ashamed or afraid to ask the teacher for more help. (3) It is also possible to
present the audio-visual materials, in which their peers explain the solution process step-by-step
at a relatively slow speed, to students who have forgotten the teacher’s explanation of the
questions. (4) Utilizing the audiovisual material on the peer correction notes was helpful on
familiar or easy questions answered incorrectly and helpful for students who found it difficult
or cumbersome to write correction notes on their own. (5) Writing their own correction notes
after error correction guidance is more effective and better to the unfamiliar question students
had not seen in textbooks and the questions step-by-step breakdown.
In addition, students can share the frustration caused by errors and figure out the process
again to resolve the problem with their peers, so they can have a positive attitude in
mathematics class. The meaningful results can be found in this regard.

참고자료

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