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시각적․공간적 작동기억 수준과 스캐폴딩 유형이 수학 문장제 성취에 미치는 효과

The Effects of the Types of the Scaffolding by the Level of the Visual Spatial Working Memory on the Math Word Problem Solving

김회수|안수경
한국교육공학회 (Korean Society Of Educational Technology)|2013.03|교육공학연구 (Journal of Educational Technology)|제29권 제1호|pp. 161-183

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키워드

spatial working memoryvisual working memoryscaffolding수학문장제시각적 작동기억공간적 작동기억상황적 스캐폴딩mathematics word problem
주제분류교육학

초록

이 연구는 학습자의 시각적 작동기억과 공간적 작동기억 수준에 따라 스캐폴딩 방법이 수학 문장제 성취도에 차이가 있는가를 검토하였다. 연구 대상은 초등학교 6학년 121명이었고, 문장제 학습과정에 집단별로 세 가지 스케폴딩(메타인지적 스캐폴딩, 시각화 스캐폴딩, 상황적 스캐폴딩)을 제공하였다. 실험 결과 시각적 작동기억 상집단과 공간적 작동기억 상집단은 각각 하집단보다 성취도가 높았으나, 스캐폴딩 유형에 따른 성취도의 차이는 나타나지 않았다. 작동기억 수준과 스캐폴딩 유형 간의 상호작용 효과를 검토한 결과, 시각적 작동기억 수준과 스캐폴딩 유형 간에 상호작용 효과는 나타나지 않았으나, 공간적 작동기억 수준과 스캐폴딩 유형 간에는 상호작용 효과가 있었다. 또한 공간적 작동기억 하수준 학습자에서는 메타인지적 스캐폴딩과 시각화 스캐폴딩이 상황적 스캐폴딩보다 수학 문장제 성취에 더 효과적이었다.

Abstract

There is a purpose to know that what kind of scaffolding will do an significant effect by the level of the spatial working memory and visual working memory on the achievement of math word problem solving in this research the significant effects. The participants were 121 six grade elementary school students in six classrooms between the ages of 12 and 13, who were randomly assigned to two control groups(metacognitive scaffolding and visualized scaffolding) and one experimental group(situational scaffolding). They were educated by the scaffoldings (metacongnitive vs. visualized, vs. situational) that the researcher has developed. This study's independent variables were visual working memory, spatial working memory and the types of scaffoling. The dependent variable was the achievement of the math word problem solving. The data were analyzed with two-way ANCOVA. As the result, the high level of visual working memory and spatial working memory were more effective than the lower. But there is no significant effect on the types of the scaffolding. And it was founded that there was insignificant difference of achievement by the visualized scaffolding by the visual working memory, but there was significant effect by the spatial working memory. And situational scaffolding was not helpful for the low-spatial working memory span. These result indicate that math word problem solving should be taught by the types of scaffolding on the basis of the level of the visual working memory and spatial working memory.

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