쓰기와 읽기 중심의 의사소통 활동이 수학 학습에 미치는 영향

Abstract

This research investigated the influences communicative math instructions based on writing and reading has on math education and by analyzing them, hopes to improve the methods of math education. In order to research the topics, we have selected 3 experiment classes of the fourth grade and 1 comparative result class of the same grade at an elementary school in the Mapo-gu, Seoul. In order to conduct an even evaluation, we have conducted a pre-experiment research on the students’ mathematical disposition and their achievement levels. The math achievement pre-test was conducted based on material learned on the first semester and the mathematical disposition test. The results of the experiment were the following. First, the communication-based classrooms were effective at the students’ mathematical achievements test. They were effective in all three test groups. According to the pretests, the results showed dramatic improvements ranked in the following order; reading/writing, writing,reading classrooms. Second, the communication-based classrooms showed positive results at the student mathematical disposition tests. In the writing and reading classrooms the results were significantly positive. In comparison the previous test averages, the results ranked in the following order;reading, writing. On the other hand, there was not significant changes in the writing/reading classroom and therefore did not show the positive results in the student mathematical disposition. In conclusion, a communication-based instruction generally has positive effects on math classes rather than general classroom. Considering that class development levels differ by grades, a suitable mathematical communication method is required for each grade.