초등학교 교사의 수학 교수학적 지식과 수학 불안감 사이의 상관관계 분석 연구
The Analysis on the Relationship between South Korean Elementary Teachers' Mathematical Knowledge for Teaching and Mathematics Anxiety
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본 연구의 목적은 초등학교 교사의 수학교수학적지식과 수학불안 사이의 상관관계를 알아보는데 있다. 본 연구에서는 교사 지식을 측정하기 위해 미국에서 개발된 MKT 측정도구를 사용하였으며, 수학불안을 분석하기 위해서 수학에 대한 이미지 분석법을 사용하였다. 지식과 수학불안에 대한 분석결과를 토대로, 본 연구에서는 대응표본 t-검정과 단순회귀분석의 통계적 분석법을 적용하여 교사의 지식과 수학불안의 관련성을 분석하였다. 분석 결과, 본 연구에서는 초등학교교사의 수학교수학적지식의 양과 수학에 대한 긍정적 이미지 사이에는 양의 상관관계가 있다는 것을 밝혀내었다. 그러나 한국초등교사의 수학교수학적지식의 증가는 그들의 수학에 대한 부정적 이미지의 감소에는 큰 영향을 주지 못하는 것으로 나타났다. 본 연구의 결과는 초등 수학 수업과 연관된 교사의 지식과 그들의 수학불안의 관계를 이해하는데 도움을 줄 것으로 기대되며, 교사 연수 개설 방향과 관련하여 의미 있는 시사점을 제공할 것이다.
Abstract
The aim of the study presented in this paper was to explore the relationship between South Korean elementary teachers' mathematical knowledge for teaching (MKT) and their mathematics anxiety. A paired t-test and simple regression analysis are applied to examine elementary teachers' knowledge for teaching mathematics that may influence their mathematics anxiety. Findings of this study suggest that there is a positive correlation between the teachers' mathematical knowledge for teaching mathematics and their positive insights toward mathematics. However, there is a little affect of the increasement of teachers' mathematical knowledge for teaching mathematics on reducing their negative perspectives toward mathematics. The results of this quantitative study help our understanding of the relationship between South Korean elementary teachers’ knowledge for teaching mathematics and their mathematics anxiety, which have a deep impact on their teaching practice.
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