지적장애 아동의 덧셈 전략 특성에 관한 연구 -계산 능력을 일치시킨 일반아동과의 전략 비교-
A Study of Addition Strategy’s characteristics in Children with Intellectual Disabilities: Comparison with Calculation Ability Level matched Normal Children
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본 연구는 경도 지적장애 아동의 덧셈 전략의 특성을 덧셈 계산 능력을 일치시킨 일반아동 집단과 비교, 검토하였다. 1부터 17까지의 수로 이루어진 덧셈 25문항을 제시하여 문제 해결에 사용한 전략을, 전략 목록, 전략의 상대적 빈도, 전략 실행의 정확도의 관점에서 분석하였다. 그 결과, 지적장애 아동은, 피가수와 가수, 모두를 1부터 세어야 하는 Count-All전략을 사용하는 빈도가 높은 반면, 피가수와 가수의 크기를 고려하여 보다 작은 수를 손가락으로 표시하여 큰 수부터 작은 수의 크기만큼 세어서 더해가는 전략인 Min전략과 부분적인 합계의 상기에 기초하여 문제의 재구성을 필요로 하는 전략인 분해/합성 전략을 사용하는 빈도는 낮았다. 이상의 연구결과를 통하여, 같은 수준의 덧셈 연산 능력을 지녔다 하더라도 지적장애아동이 사용하는 덧셈 전략은 일반아동과 다른 양상을 보이고 있으며, 덧셈 지도 시에 ‘덧셈 전략의 발달’에 초점을 둔 지도의 필요성이 시사되었다.
Abstract
The purpose of this study was to examine the strategy characteristics in the domain of addition in children with intellectual disabilities. The analysis was comparison with strategies (strategy repertories, strategy frequencies, strategy accuracies) to solve 25 addition problems of calculation ability level matched normal children. Results indicated that children with intellectual disabilities significantly more used count-all strategy, but low on the frequency of the min strategy and decomposition/composition strategy. These results show that children with intellectual disabilities use different strategies to solve addition problems even if they have same addition calculation ability as normal children and implicate that intellectual disabled children with a weakness in the use effective addition strategies need an instruction which focused on development of addition strategies.
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