서술 및 면담 평가를 통한 수학학습부진아의 인지적·정의적 특성 분석

Abstract

The purpose of this research was to make fair assessment methods which took into account characteristics of mathematically underachievers. The researchers devised an descriptive tests and interviews and applied them to the mathematics underachievers who could not reveal their achievements in the traditional assessment and then analyzed their cognitive and affective characteristics in the alternative assessments. After selecting three students by the normal assessment made of simple subjective and multiple choice questions, the cognitive and affective characteristics found in the general assessment were reflected to the descriptive tests and interviews. The descriptive tests and interviews are comprised of descriptive narrations and informal interview questions. After the assessment, the teacher and students gave feedbacks one another. All the assessment activities were recorded by a camcorder to analyze cognitive and affective characteristics of the children. Throughout the research, the following conclusions were made. The mathematics underachievers showed the characteristics which didn't appeared in the normal assessment. They showed normal abilities of problem solving and communication In the cognitive area. Also they brought in positive result in most parts in the affective area. However, the student B displayed considerable ability of mathematical thinking that is over the average level of mathematical underachievers. This implies that we can definite the mathematical underachievers differently when we use the detailed and relief assessment method instead of the traditional assessment. On the other hand, one student tended to depend on the teacher and another student overheard what the others talk during the study. This defect should be complemented by the further studies about assessment method for the mathematical underachievers. Also appropriate assessment methods should be made for applying to the various mathematical underachievers. Many studies have been concentrated on the learning for mathematical underachievers but there is little concern about the assessment for the mathematical underachievers. However it is the fundamental way to reduce the number of mathematics underachievers that we construct consistent learning methods and assessments for the mathematical underachievers.