중학교 수학 학습격차 분석 -2016~2020학년도 학교 성적 공시 자료를 기반으로-

Abstract

This study is to explore the patterns of learning gap in math and provide a suggestion to resolve the problem for middle school students. The research adopted the view that the learning gap caused by differences in student individual competencies and family environments affects later learning, which can further deepen the learning gap. To do so, middle school grade disclosure data across the country from 2016 to 2020 were analyzed to figure out increases or decreases in standard deviation of students' math grades from the second grade to third grade by achievement grade. As a result, it was found that the standard deviation of mathematical grades in the third grade has increased by more than 2 points compared to the standard deviation in the second grade. In particular, it was shown that the increase in standard deviation was remarkably expanded to more than 4 points in the 2020 school year, when face-to-face classes were reduced due to COVID-19. The increasing pattern of standard deviation in math represents that the low achievement group in math becomes permanent. As the middle students’ grade gets higher, particularity, students in the middle-achieving class are likely to transfer to the low-achieving class. With the results, it was suggested that all students in the low-achieving class should not be considered in the same way, rather individualized support and/or program should be considered and provided in the math education to reduce learning gap in math education.