활동중심 수감각 학습이 수학학습장애 위험학생의 수학 성취도에 미치는 영향
Effects of Activity-Based Number Sense Program on Math Achievement for Students At-Risk with Math Learning Disabilities
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참고문헌
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초록
본 연구는 활동중심 수감각 학습이 수학학습장애 위험학생의 수감각 발달과 수학 성취도에 미치는 영향을 알아보았다. 수학학습장애 위험학생 12명을 대상으로 사전·사후검사 실험설계를 사용하여 사전검사, 중재, 사후검사 순으로 실시하였고 4주 동안 10회기에 걸쳐 중재를 하였다. 사전·사후검사 도구로 수감각 검사와 BASA-Math 검사를 사용하였고 대상 학생들의 진전도를 함께 살펴보기 위해 매 2회기가 끝날 때마다 BASA-Math 검사를 추가적으로 실시하였다. 중재 프로그램은 김희선(2000)의 활동중심 수감각 교육 프로그램을 수학학습장애 위험학생의 수준에 맞게 연구자가 수정하여 사용하였다. 연구 결과는 첫째, 대상 학생들의 수감각이 발달하였으며, 둘째, 대상 학생의 수감각 능력 중에서 ‘숫자 따라하기Ⅰ’ 영역을 제외한 나머지 11개 영역(수세기Ⅰ과 Ⅱ, 수읽기, 수 의미, 수량변별, 빠진 수 찾기, 덧셈, 뺄셈, 숫자 따라 하기 Ⅱ, 규칙 찾기 Ⅰ과 Ⅱ 영역)에서 효과가 있었고, 셋째, 대상 학생의 수학 성취도가 향상되었으며, 넷째, 수학 성취의 진전도에서 중재 후기에 학습고원현상을 보였지만 대체로 향상되었다. 후속 연구에서는 수학학습장애로 이미 진단을 받은 학생의 수감각을 발달시킬 수 있는 수감각 발달 프로그램을 개발하여 수학학습장애 학생들에게도 효과적인지에 대해 살펴볼 필요가 있다.
Abstract
This study aimed to investigate how activity -based number sense program has influence on math achievement and number sense development for students at-risk with math learning disabilities. This study has examined 12 students at-risk with learning disabilities 10 times for 4 weeks. This experiment has executed ,intervention, a post test through using the experimental design of preliminary and post test. Number sense and BASA-Math first step examination as instruments of Preliminary and post test was used and also, every second time it finish BASA-Math first step examination was performed additionally so as to inspect students’ progress. The researcher has modified Hee-seon Kim’s program for activity-based number sense education to the appropriate level of students at risk with math learning disabilities as the intervention program and used accordingly. The results of this study are as follows. First, the number sense of students as experimental subject was developed through the prog. Second, the number sense of students as experimental subject had an effect on 11 fields (Skip counting, Counting backward, Number identification, Number meaning, Quantity discrimination, Missing number, Addition, Subtraction, Digits backward, Pattern analysis, Number pattern analysis) except ‘Digits forward’. Third, the math achievement of students as experimental subject was improved. Forth, the math achievement progress of students as experimental subject was generally progressed even though it revealed plateau phenomenon in the latter term of mediation. This result above has shown that Activity-based number sense program has developed number sense of students who are at risk with math learning disabilities and also improved the math achievement of them. Succeeding study needs to examine development of the program which aims to improve number sense for the students who are already diagnosed at risk with math learning disabilities and effectiveness of the program.
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