기억전략을 활용한 구체물-반구체물-추상물 교수가 수학학습장애 학생의 받아내림이 있는 뺄셈 성취도에 미치는 효과 (Effects of using the Concrete-Representational-Abstract Sequence with Mnemonic Strategy Instruction to teach Subtraction with Regrouping to Students with Learning Disabilities)

서지정보

· 발행기관 : 한국초등교육학회
· 수록지 정보 : 초등교육연구 / 28권 / 4호 / 267 ~ 292페이지
· 저자명 : 정경아, 김애화

초록

본 연구는 기억전략을 활용한 구체물-반구체물-추상물 교수가 수학학습장애 학생의 받아내림이 있는 뺄셈 성취도에 미치는 효과를 살펴보았다. 연구 대상은 경기도 소재 초등학교 3학년 수학학습장애 학생 3명으로 실험 효과의 검증을 위해 연구 참여자 간 중다간헐기초선설계를 적용하였다. 중재는 주 2~4회, 회기별 40분간 대상 아동별로 29~33회 실시되었다. 연구결과에 따르면, 기초선과 비교하였을 때 중재기간 대상아동 A는 98.8%, 대상아동 B는 98.5% 대상아동 C는 98.8%의 향상을 보였다. 뿐만 아니라 유지 기간에도 모든 아동의 뺄셈 성취 점수가 중재 단계와 비슷한 것으로 나타나 중재 효과가 안정적으로 유지된 것으로 보인다. 이러한 결과는 기억전략을 활용한 구체물-반구체물-추상물 교수가 수학학습장애 학생의 받아내림이 있는 뺄셈 성취도 향상에 효과적인 중재임을 입증한 것이며, 교육현장에서 수학학습장애 학생들에게 유용하게 활용될 수 있음을 시사한다. 이상의 연구 결과를 토대로 시사점을 논의하였고, 연구의 제한점 및 후속연구를 위한 방향을 제시하였다.

영어초록

The purpose of this study is to examine the effects of arithmetic programs applying mnemonic strategies on the subtraction skills for students with learning disabilities. Among 3rd grade students at an elementary school located in Y city in Gyeonggi-do, 3 students who scored below 16% on a basic math test, below 15% on a basic learning performance assessment for math although they had normal intelligence were selected and in order to verify the experimental effects, multiple people across subjects were applied among the participants. The interventions in 29 to 33 sessions were conducted 2 to 4 times per week for approximately 40 minutes for each student. They consisted of 9 steps including the subtraction from 10 to three digit numbers and 5 formative evaluations designed by the researcher as dependent variables in order to examine the experimental effects and 27 arithmetic ability evaluations were measured for each sessions and applied as data. With regard to the results of the study, the scores for base lines, intervention, and maintenance were collected and the effects of the intervention were examined through visual analysis including diagrams and graphs. PND was used to calculate effect index numbers. In the comparison with the base line, A person showed 98.8% of Improvement Assessment, B person with 98.5% and C person with 98.8% and the intervention effect was verified to steadily continued during the duration of maintenance. The results of this study were seen below. First, applying arithmetic programs with mnemonic strategies was proved as effective methods to improve subtraction skills for students with math learning disability. Second, applying arithmetic programs with mnemonic strategies was considered as effective methods to boost the confidence in math for students with math learning disability. Third, it was known that direct instruction was effective methods to teach math to students with math learning disability. Based on the results of this study, suggestions were discussed and the limits of the study and the direction for further studies were presented.

참고자료

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