Touchmath 전략과 수직선 전략이 지적장애 학생의 곱셈 능력에 미치는 효과
The effect of the Touchmath Strategy Compared to a Number Line Strategy to Multiplication Computation performance of Intellectual Disabilities
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본 연구는 수학 교수에 효과적이라고 밝혀진 조작물 교수 방법 중 대표적인 Touchmath 전략과 수직선 전략이 지적장애 학생들의 곱셈 능력 향상에 어떠한 효과를 미치는지를 알아보고 더불어 두 전략 중 어느 전략이 더 효과적인지 알아보는 것을 목적으로 한다. 본 연구의 대상은 경기도 소재 클리닉에 다니고 있는 지적장애 학생 3명이며, 연구 설계는 교대 중재 설계이다. 중재는 주 2회 총 36회기(기초선 3회기, 중재 30회기, 유지 3회기) 동안 진행되었으며, 3명의 학생들이 수업을 받고 있는 치료실에서 개별적으로 이루어졌다. 본 연구의 결과는 다음과 같다. 첫째, Touchmath 전략과 수직선 전략 모두 지적장애 학생들의 곱셈 능력 향상에 도움을 주었다. 둘째, Touchmath 전략과 수직선 전략이 지적장애 학생들의 곱셈 능력 향상에 도움을 주었으나, 수직선 전략보다 Touchmath 전략을 사용하였을 때, 더 높은 단계의 연산까지 가능하였으며, 목표 수준에 더 빠르게 도달할 수 있었다. 이와 같은 결과를 통해 두 전략 모두 지적장애 학생들의 곱셈 수행 능력에 긍정적인 영향을 주었으나, 수직선 전략보다는 Touchmath 전략이 더 효과적이었음을 알 수 있다.
Abstract
The purpose of this study was to identify the effectiveness of Touchmath strategy and number line strategy on the multiplication computation performance of Students with Intellectual Disabilities. Three middle school students with Intellectual Disabilities(totally 3 students, 1 female and 2 male) participated in study and experiment was conducted baseline - intervention - follow up. Students were taught how to solve multiplication problems using Touchmath Strategy and Number line strategy. An alternation-treatments design across participants was utilized to evaluate and compare the effects of both strategies. The results of this study are as follows; The first, Touchmath Strategy and number line strategy was effective and efficient in teaching students’ multiplication computation performance of Students with Intellectual Disabilities. The second, Touchmath Strategy was more effective and efficient in teaching students’ multiplication problems compared to the use of the number line strategy.
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