본 연구는 반성적 수학일기가 수학저성취아의 학업성취와 수학적 태도에 미치는 영향을 알아보 는데 그 목적이 있다. 선정한 연구문제는 다음과 같다. 첫째, 반성적 수학일기를 활용한 학습이 수 학 저성취아의 학업성취도에 미치는 영향은 무엇인가? 둘째, 반성적 수학일기쓰기를 활용한 학습 이 수학 저성취아의 수학적 태도에 미치는 영향은 무엇인가? 이와 같은 연구문제를 해결하기 위 하여 실험집단에 주 3~4회씩 7주 동안 총 22회기의 반성적 수학일기 쓰기를 시행하였다. 본 연구 의 결과는 다음과 같다. 첫째, 반성적 수학일기를 실시한 실험집단이 그렇지 않은 비교집단보다 수학 학업성취 능력이 더욱 신장되었다. 둘째, 반성적 수학일기를 실시한 실험집단이 그렇지 않 은 비교집단에 비해 수학적 태도가 더욱 긍정적으로 변화되었다. 이상에서와 같이 반성적 수학일 기는 수학저성취아들로 하여금 수학 학업성취 능력을 신장시키는데 효과적인 교수전략이다. 또한 수학 학업성취능력의 향상으로 인해 수학저성취아들의 수학적 태도를 증진시키는데도 적합한 교 수전략이라고 할 수 있다.
The purpose for this research is how writing a mathematical diary on mathematical achievements and attitudes can effects the mathematical learning of low-achieving students. To achieve this goal, the selected subjects of inquiry are as follows : First, what is the effects of mathematics learning through writing a mathematical diary on the mathematical achievement for low-achieving students? Second, what is the effects of mathematics learning through writing a mathematical diary on the mathematical attitude for low-achieving students? To determine the subjects of inquiry, 32 students, who have low scores in mathematics, out of 182 total sixth grade students from N Elementary School in Ulsan Metropolitan City. 16 students were put in an experimental group, while the other 16 were put in a control group. The experimental group wrote a mathematics diary three times a week for seven weeks (22 times in total). In the control group, traditional methods of teaching were enforced over the same period of time. The results of the research are as follows: First, the experimental group, which wrote a mathematical diary, had their mathematical learning achievement ability increase more than the control group, who were taught by traditional methods of teaching. Second, the experimental group, which wrote a mathematical diary, had their mathematical attitude increase more than the control group, who were taught by traditional methods of teaching. As stated above, writing a mathematical diary is a more effective program to increase the mathematical learning achievement ability for low-achieving mathematical students than traditional methods of teaching. Also, because of this increase in ability, the attitude of the students increased as well, which makes this a suitable program for teaching low-achieving students.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결과 Ⅵ. 논의 및 제언 참 고 문 헌
