학생들의 수학 학습에 대한 교사와 학생의 인식 차 분석

Abstract

This study aims to explore the perception gap between students and teachers regarding factors influencing students' mathematics learning. Based on a review of previous studies, we identified factors affecting students' mathematics learning and surveyed students and teachers to investigate how these factors influence students' mathematics learning. In the process of analyzing the results, we examined the differences in perception between students and teachers. Results of the study are as followed. First, according to students' and teachers' perception of the importance of mathematics, both students and teachers showed a high level of agreement on the importance of mathematics as a subject. There was little difference in the reasons why students and teachers perceived mathematics as important or not. Second, this study categorized the factors influencing students' mathematics learning into school mathematics education factors and social environment factors. In middle school, the influence of school mathematics education factors was significant, while in high school, the influence of social environment factors was significant. Third, school mathematics education factors include 'mathematics curriculum', 'mathematics classes at school', 'mathematics assessment at school', and 'mathematics learning resources'. Among these factors, the perception of 'mathematics classes at school' showed a significant difference between students and teachers. Fourth, social environment factors include 'private mathematics tutoring', 'career and college preparation', 'social atmosphere', and 'regional characteristics'. Among these factors, the perception of 'private mathematics tutoring' and 'career and college preparation' showed a significant difference between students and teachers.