반성적 수학일기가 수학저성취아의 학업성취와 수학적 태도에 미치는 영향

Abstract

The purpose for this research is how writing a mathematical diary on mathematical achievements and attitudes can effects the mathematical learning of low-achieving students. To achieve this goal, the selected subjects of inquiry are as follows : First, what is the effects of mathematics learning through writing a mathematical diary on the mathematical achievement for low-achieving students? Second, what is the effects of mathematics learning through writing a mathematical diary on the mathematical attitude for low-achieving students? To determine the subjects of inquiry, 32 students, who have low scores in mathematics, out of 182 total sixth grade students from N Elementary School in Ulsan Metropolitan City. 16 students were put in an experimental group, while the other 16 were put in a control group. The experimental group wrote a mathematics diary three times a week for seven weeks (22 times in total). In the control group, traditional methods of teaching were enforced over the same period of time. The results of the research are as follows: First, the experimental group, which wrote a mathematical diary, had their mathematical learning achievement ability increase more than the control group, who were taught by traditional methods of teaching. Second, the experimental group, which wrote a mathematical diary, had their mathematical attitude increase more than the control group, who were taught by traditional methods of teaching. As stated above, writing a mathematical diary is a more effective program to increase the mathematical learning achievement ability for low-achieving mathematical students than traditional methods of teaching. Also, because of this increase in ability, the attitude of the students increased as well, which makes this a suitable program for teaching low-achieving students.