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학습자의 인지과정과 수학성취도의 관계

The Relationship between Cognitive Processes and Mathematical Achievement

박성선
한국수학교육학회|2007.11|수학교육 (The Mathematical Education)|제46권 제4호|pp. 483-492

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참고문헌

키워드

인지과정수학성취도mathematical achievementcognitive processes동시적/연속적 정보처리simultaneous/successive processes

초록

Abstract

The purpose of this study was to investigate the relation between the cognitive processes and the mathematical achievement of the 4th grade students. And according to the several studies, there were significant relation between cognitive processes and achievement. Based on the PASS(Planning-Attention -Simultaneous-Successive Processes) Model presented by Das and Naglieri, four cognitive process variables were selected. The results of this study as follows. First, there was not significant relation between attention and mathematical achievement. Second, there was significant relation between planning and mathematical achievement. Third, there was significant relation between simultaneous/successive processes and mathematical achievement. Fourth, the students who got higher scores in the two types (simultaneous/successive)of information processing had more mathematical achievement. Specially, the students who got higher scores in the type of simultaneous information processing had higher scores in mathematical achievement. These results indicated that planning and simultaneous information processing had influence on the mathematical achievement.

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