4학년과 6학년 한국 아동의 수량과 면적에 대한 변별 민감도와 수학 성취도와의 관계
The Acuities for Number, Area and their Relationships with Math Achievement in 4th and 6th Grade Korean Children
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본 연구에서는 4, 6학년 아동을 대상으로 수량/면적 민감도를 비교하고, 두 민감도 간 상관관계를 분석하였다. 또한, 영역-일반적인 인지 능력의 개인차를 통제한 후에도 수량/면적 민감도가 수학 성취도를 유의하게 예측하는지 분석하였다. 참가자들은 한 쌍의 점 집합을 본 후, 두 자극 중 점의 수량이 더 많거나 점의 총면적이 더 넓은 자극을 선택하였다. 실험 결과, 각 학년 내에서 수량과 면적 민감도는 유의한 상관이 있었다. 수량 민감도는 4학년에 비해 6학년에서 유의하게 높았지만, 면적 민감도는 학년 간 차이가 없었다. 6학년과 달리, 4학년의 수량 민감도만이 수학 성취도를 유의하게 예측하였다. 본 연구는 연속적 매그니튜드에 대한 민감도가 수 민감도보다 빠르게 성숙한다는 연구 결과들을 뒷받침한다. 선행 연구 결과와 함께 종합하면, 아동의 수 민감도는 초기 수학 학습에 기여하지만, 더 높은 단계의 수학 문제 해결에는 작업기억과 같은 영역-일반적인 인지 능력이 수 민감도보다 더 중요한 역할을 할 가능성을 시사한다.
Abstract
This study compared number and area acuity between 4th and 6th graders, and examined whether number and area acuity predicts mathematical achievement after controlling for domain-general cognitive abilities. Participants were presented with a pair of dot arrays and were asked to choose the array with either larger set size (numerosity comparison) or cumulative area (area comparison). Within each grade, number and area acuity were significantly correlated. Although, number acuity was significantly higher in 6th compared to 4th graders. area acuity did not differ between grades. Math achievement was significantly predicted by number acuity in 4th, but not in 6th grade. The present study supports the idea that the acuity for continuous magnitude matures earlier than that for numerosity. Taken together with previous studies, our results suggest that number acuity may contribute to earlier mathematical achievement, but not to higher level, mathematical problem solving which requires more domain-general cognitive abilities such as working memory.
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