인지적 전략교수가 경도정신지체학생의 수학적 문제해결 전략 수행능력과 참여행동에 미치는 효과
Effects of cognitive strategy instruction on the mathematical problem solving participating act in solving the problem of students with mild disabilities
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본 연구는 경도정신지체 학생들에게 인지적 전략교수를 적용한 후 이들의 수학적 문제해결 전략 수행능력과 참여행동에 있어서 어떻게 변화하였는지 알아보기 위하여 대상자간 중다간헐기초선 설계(multiple probe baseline acros participants)를 사용하여 수학적 문제해결 전략 수행능력과 문제해 결 참여에 대한 행동적 특성을 평가하였다. 실험은 기초선, 중재, 유지의 순서로 진행되었으며 수학적 문제해결 수행능력과 참여행동은 인지적 전략을 제공한 수업시간 후에 수행평가를 실시하여 전 회기와의 차이로 효과를 평가하였다. 수학적 문제해결 전략 수행능력 검사는 문제해결전략 수행을 측정할 수 있도록 문제해결의 단계에 따라 1) 문제이해 2) 전략 선택 3) 문제해결 4) 점검단계를 거치도록 구성하였으며 문제해결 참여행동은 문제해결을 하려는 자발성과 문제해결 과제에 집중하는 행동의 두 가지 범주로 나누어 행동특성을 관찰하도록 하였다. 연구결과 중재 회기 중의 향상 정도를 살펴보면 아동 4명 모두 수학적 문제해결 전략과제 수행이 평균 31%가 향상 되었다. 문제해결 참여 행동 발생의 변화는 중재회기 중에 아동 4명 모두 문제해결 참여 행동발생비율이 평균 12%가 향상 되었다. 이는 결과적으로 인지적 전략을 아동에게 교수하였을 때 대상아동의 수학적 문제해결 전략 수행 성취도가 높아지고, 문제해결 참여행동의 발생율이 대체적으로 높아졌음을 알 수 있었다.
Abstract
Effects of cognitive strategy instruction on the mathematical problem solvingparticipating act in solving the problem of students with mild disabilitiesHyun Jin Kim*The purpose of the study was to examine the effect of a cognitive strategy programs on the mathematical problem solving, participating act in solving the problem. The cognitive strategy programs offered the students who have mild mental retardation at the grade 4, 5, 6 in elementary school. Using the multiple probe baseline across participants, I estimate the mathematical problem solving and participating act in solving problem. The experiment includes the baseline, mediate, contingency. During pre-sessions, the students solved the mathematical problem with their own ways. In the main sessions, students learned strategies regarding how to solve the problem, how to improve the problem solving strategy. Fedback was provided in order to help the participants aply the strategies to real situations. The main goal of this study was to learn the
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