보호관찰을 받고 있는 한 학업 중단자의 수학 학습 회복 과정에 대한 질적 탐구

Abstract

The aim of this paper was to explore and understand a drop-out student’s motivation and experiences developing basic math skills needed to obtain a general equivalency diploma (GED). In order to help the participant improve his math competency, the first author designed supplementary activity materials which focused on the relational understandings of elementary arithmetic and regularly visited the probation office to teach these worksheets. Data for this inquiry consisted of the completed worksheets, observations, and interviews conducted between October 2014 and August 2015. The overall data analysis was done as part of case study to identify the significant passages of the transcripts and worksheets. The main results were as follows. First, the mentoring-based interaction with the participant and the first author focusing on the basic arithmetic skills contributed to participant developing his competencies of solving math problems. Second, a series of successful experiences of solving problems reduced his fear of failing to find a solution during math problem solving process. Third, as the participant was indirectly guided to engage himself in self-initiated math learning activities, he could gradually change himself toward actively learning math. Overall, the teaching methods employed in this case study positively affected the participant’s learning. Based on the results of this inquiry, it is important for math teachers to emphasize the basic arithmetic operations in conjunction with understanding relational mathematical concepts. Additionally, it is important for teachers to provide students with mentoring-based supplementary learning activities and to develop warm-hearted interactions to motivate students to overcome difficulties when learning math.