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교육소외 학생들을 대상으로 확률 이해수준에 관한 연구

Development of Probabilistic Thinking of the Minority Students with Low Achievement & Low SES

고상숙|백정환
한국수학교육학회|2012.08|수학교육 (The Mathematical Education)|제51권 제3호|pp. 301-321|DOI http://dx.doi.org/

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참고문헌

키워드

ConfidenceProbability교육소외학습부진아MinorityLow achievement확률교육저소득층자녀Jones의 확률사고수준교육소외학생을 위한 수업모형Low-SESJones' probabilistic thinking levelInstructional model for the minority.

초록

Since research has barely been done on the minority with low-achievement & low-SES in probability, this research attempted to search the change of their thinking level in the classes of probability and motivate them on the mathematical learning to feel confident in mathematics. We can say that the problems of the educational discriminations are due to the overlook on the individual conditions, situations, and environments. Therefore, in order to resolve some discrimination, 4 students who belonged to the minority group, engaged in the research, based on 10 units of the instructional materials designed for the research. As a result, for the student's thinking level, it was observed that they were improved from the 1st to the 3rd level in probability. Also, the researcher found that the adequate use of the encouragement, the praise, the direct explanation, and the scaffolding enabled them to prompt their learning motives and the increased responsibility on the learning. As time passed, the participants could share their mathematical knowledge and its concept with others, in the increased confidence.

Abstract

Since research has barely been done on the minority with low-achievement & low-SES in probability, this research attempted to search the change of their thinking level in the classes of probability and motivate them on the mathematical learning to feel confident in mathematics. We can say that the problems of the educational discriminations are due to the overlook on the individual conditions, situations, and environments. Therefore, in order to resolve some discrimination, 4 students who belonged to the minority group, engaged in the research, based on 10 units of the instructional materials designed for the research. As a result, for the student's thinking level, it was observed that they were improved from the 1st to the 3rd level in probability. Also, the researcher found that the adequate use of the encouragement, the praise, the direct explanation, and the scaffolding enabled them to prompt their learning motives and the increased responsibility on the learning. As time passed, the participants could share their mathematical knowledge and its concept with others, in the increased confidence.

참고문헌 (54)

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