지적장애학생의 수학교수전략 개별화를 위한스캐폴딩 기반 코스웨어의 개발
Development of Course Based on Scaffolding for Individualizing Math Teaching Strategy of Students with Intellectual Disabilities
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초록
이 연구는 수학 문장제 문제해결에 어려움을 나타내는 지적장애학생 개개인의 능력에 알맞게 수학교수전략을 개별화하여 적용할 수 있는 코스웨어를 개발하고, 개발된 코스웨어의 타당성을 검증하는 데에 그 목적이 있다. 체계적인 개발 절차에 따라 학습자가 문제해결 과정에서 부딪치는 어려움을 극복할 수 있도록 다양한 공학적 지원을 제공하고, 이를 전반적인 지원, 부분적인 지원, 독립적인 수행의 3단계 수준으로 거둬들임으로써 지적장애학생 개개인의 능력 수준에 맞게 개별화가 가능한 스캐폴딩 기반 코스웨어를 개발하였다.또한, 이렇게 개발된 코스웨어는 특수학급 교사들을 대상으로 실시한 타당성 검증에서 코스웨어의 개발 원리, 적용의 효과성, 실제 적용 가능성 측면에서 매우 긍정적인 것으로 나타났다.
Abstract
The purposes of the study were to develop scaffolding based courseware for individualizing math teaching strategy to students with intellectual disabilities, and to confirm verification of the coureseware.The scaffolding based courseware was developed by systematical procedures. This courseware was comprised seven technological supports(reading, highlighting, visualizing, hypothesizing, computing, checking and using strategies). The supports were decreased by three steps as the learners became to have skills to solve their mathematical word problems independently.10 special education teachers participated to verify of the scaffolding based courseware. The results of verification implied high application possibility of the scaffolding based courseware.This courseware, focused on interactions among learners, teachers, and technology in reflection of a social constructivism theory, showed a new hybrid model of using technology in math teaching. To generalize of this courseware, different experimental studies including children with intellectual disabilities are needed in the future.
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