비비례 모델 적용을 통한 곱셈적 사고와 나눗셈 학업성취도 향상 분석
Analysis of Multiplication Thinking and Academic Achievement on Division through the Application of Non-proportional Model
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The proportional model and the non-proportional model are suggested in the mathematics curriculum as one of the tools to help mathematical understanding, but in Korea, the arithmetic algorithm is only introduced through the proportional model. This study analyzed the degree of multiplication thinking and division academic achievement of 3rd grade students through the application of proportional and non-proportional models. As a result of the study, the experimental group that applied both the proportional model and the non-proportional model significantly improved the multiplicative thinking level and division academic achievement compared to the comparative group. These results indicate that division learning using the proportional model and the proportional model together is more effective. Through these results, we suggested some conclusions and implications for improving division learning and teaching.
Abstract
The proportional model and the non-proportional model are suggested in the mathematics curriculum as one of the tools to help mathematical understanding, but in Korea, the arithmetic algorithm is only introduced through the proportional model. This study analyzed the degree of multiplication thinking and division academic achievement of 3rd grade students through the application of proportional and non-proportional models. As a result of the study, the experimental group that applied both the proportional model and the non-proportional model significantly improved the multiplicative thinking level and division academic achievement compared to the comparative group. These results indicate that division learning using the proportional model and the proportional model together is more effective. Through these results, we suggested some conclusions and implications for improving division learning and teaching.
참고문헌 (20)
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