학습장애 위험군 학생을 위한 수학 문장제 교수·학습 전략에 대한 일반학급 교사들의 인식 및 사용 현황
Current Practice of Mathematical Word Problem Solving Strategies for Students At-Risk for Learning Disabilities
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초록
이 논문에서는 학습장애 위험군 아동을 위한 일반학급 교사의 일차적 중재와 관련, 수학문장제에 대한 초등학교 교사들의 인식 및 교수·학습전략 사용 현황을 조사하여 그 결과를 분석, 보고하였다. 서울 및 경기도 지역 초등학교에 근무하고 있는 교사 133명을 대상으로 학습장애 위험군 학생에 대한 수학 문장제 교수의 필요성, 문장제 수행에 영향을 미치는 주요 요인, 다양한 교수·학습전략의 사용 및 효과정도에 대한 설문을 실시한 결과, 일반학급 교사들도 학습장애 위험군 학생을 지도하기 위해 전략과 기술의 필요성을 인식하는 것으로 나타났다. 수학 문장제 해결에 영향을 미치는 요인으로서는 언어이해력을 가장 중요한 요인으로 평가하였으며, 문장제 지도를 위한 교수·학습 전략 중에서는 교사가 그림을 이용하여 교수하는 전략을 가장 많이 사용하고 있는 것으로 나타났다. 마지막으로 이번 조사 결과를 토대로 각 전략의 현장 적용 측면에서 고려할 점과 제안점에 대하여 논의하였다.
Abstract
The purpose of the study is to investigate current practice of mathematical word problem solving instruction for students at-risk for learning disabilities(LD). The survey data gathered from 133 elementary school teachers were analyzed to examine teacher's perception regarding the importance of word problem solving to the students, the extend to which the teachers use and perceive each instructional method/strategy for teaching word problem solving to students with LD. Findings of the study revealed that many teachers perceived the importance of general education teacher's competence for teaching the students. The participants responded that reading comprehension is the most important factors for the students successfully solving word problems. They also reported that, among the methods and strategies listed, instruction using drawings made by the teacher was the strategy the most useful and the most effective. Results showed that there were some strategies showing statistically significant discordance between the extend to use and the perceived effectiveness. Issues and implications regarding the findings were also discussed.
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