한국과 몽골 수학 예비교사들의 수학인식론적신념 비교
A Comparative Study on the Mathematics Epistemological Beliefs of Mongolian and Korean Pre-service Teachers
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초록
본 연구는 한국과 몽골 수학 예비교사들의 수학인식론적신념을 비교함으로써 심도있는 이해를 도모하기 위하여 수행되었다. 이를 위하여 기존의 수학인식론적신념 검사 도구(박철영, 2012)를 이중번역(double translation) 방법을 통하여 몽골어로 번안하였으며, 각국 언어로 구성된 검사를 실시하여 양국 수학 예비교사들의 검사 결과를 비교하였다. 번안된 검사의 타당화 검증 과정에서 원래의 38 문항 중 8개 문항이 제외되고, 30개 문항으로 구성된 도구로 본 검사를 실시하였다. 몽골과 한국 수학 예비교사들의 수학인식론적신념을 비교하기 위하여 국가, 성별, 학년 간 삼원변량분석을 실시하였다. 연구 결과, 전체적으로 몽골 수학 예비교사들의 평균(3.16)이 한국 수학 예비교사들의 평균(3.06)보다 유의미하게 높게 나타났다. 하위 요인별로 살펴보면, 선천적 능력, 수학학습효능감, 학습속도, 수학적지식의구조의 네 개 요인들에서 몽골 수학 예비교사들의 평균이 한국보다 유의미하게 높았다. 한국 수학예비교사들은 수학의 유용성, 수학적 문제해결의 두 요인에서 몽골보다 통계적으로 유의미한 수준에서 높게 나타났다. 상호작용효과는 국가와 성별 간에만 유의미한 것으로 나타났으며, 하위요인별로는 수학적문제해결 요인에서만 유의미했던 것으로 나타났다.
Abstract
This study was carried out to understand the mathematical epistemological beliefs of Mongolian pre-service teachers and to provide implications for the development of Mongolian mathematics teachers. For this purpose, the study developed Mongolian mathematical epistemological belief measure and compared it with Korean mathematics pre-service teachers. The test tool was translated into Mongolian using the mathematical epistemological belief test (6 factors, total 38 items) presented by Park(2012). In order to validate the Mongolian measure, the study conducted a pilot study of 304 Mongolian pre-service teachers and conducted exploratory factor analysis and reliability analysis. In this process, out of the original 38 items, excluding 8 items, the measure composed of 30 items, was developed and utilized. In order to compare the mathematical epistemological beliefs of Mongolian and Korean mathematics pre-service teachers, the study conducted a three-way ANOVA between countries, sex, and grade. As a result, the average of Mongolian pre-service teachers (3.16) was higher than the average of Korean mathematics pre-service teachers (3.06). In terms of sub-factors, the average of Mongolian pre-service teachers was higher than that of Korea in four factors of innate ability, mathematics learning efficacy, learning speed, and mathematical knowledge structure. Korean mathematics pre-service teachers were higher than that of Mongolian in two factors of mathematical usefulness and mathematical problem solving. Interaction effects were significant only between country and gender, and sub-factors were significant only in mathematical problem solving factors. Finally, based on the results of the study, practical and theoretical implications for Mongolian pre-service teacher education were discussed.
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