아주대학교

목차

목 차

Ⅰ. 서론

1. 연구의 필요성과 목적 ······························································1
2. 연구 문제 ·················································································· 3
3. 용어의 정의 ···············································································4
4. 연구의 제한점 ·········································································· 5

Ⅱ. 이론적 배경

1. 수학 학습 부진아의 개념 ······················································· 6
2. 수학 학습 부진의 요인 ··························································· 8
3. 도구적 이해와 관계적 이해 ··················································· 9
4. 수학적 의사소통 ···································································· 13

Ⅲ. 연구 방법 및 절차

1. 연구 대상 ················································································ 15
2. 연구 방법
1) 검사 도구 ············································································· 16
2) 수업 절차 및 지도안 ·························································· 20
3) 학습 교구 ············································································· 27
3. 연구 기간 ················································································ 29
4. 연구 절차 ················································································ 29

Ⅳ. 연구 결과 및 해석

1. 수학 학습 태도 검사 결과 ··················································· 30
2. 수학 기피 성향 심리 검사 결과 ·········································· 33
3. 수업 영상 판독 ······································································ 36

Ⅴ. 결론 및 제언

1. 요약 및 결론 ·········································································· 40
2. 제언 ························································································· 43

참고문헌 ························································································· 44

부록

부록 1. 수학 학습 태도 검사지 ··················································· 46
부록 2. 수학 기피 성향 심리 검사지 ·········································· 48
부록 3. 도구적 이해를 활용한 학습지 ······································· 51
부록 4. 관계적 이해를 활용한 활동지 ······································· 69
부록 5. 학습 일지 사례 ································································ 79


표 목 차

<표 Ⅱ-1> 수학 학습 부진의 요인 ··············································· 8
<표 Ⅲ-1> 수학 학습 태도에 관한 영역과 검사지 문항번호 · 16
<표 Ⅲ-2> 심리적 영역의 수학 기피요인과 검사 문항 ··········· 17
<표 Ⅲ-3> 환경영역의 수학 기피요인과 검사 문항 ················ 17
<표 Ⅲ-4> 개념영역의 수학 기피요인과 검사 문항 ················ 18
<표 Ⅲ-5> 관계 영역의 수학 기피요인과 검사 문항 ··············· 18
<표 Ⅲ-6> 적용 영역의 수학 기피요인과 검사 문항 ··············· 19
<표 Ⅲ-7> 수업 일정표 ································································ 20
<표 Ⅲ-8> 1차시 학습지도안 ······················································ 21
<표 Ⅲ-9> 2차시 학습지도안 ······················································ 22
<표 Ⅲ-10> 3차시 학습지도안 ···················································· 23
<표 Ⅲ-11> 4차시 학습지도안 ···················································· 24
<표 Ⅲ-12> 5차시 학습지도안 ···················································· 25
<표 Ⅲ-13> 6차시 학습지도안 ···················································· 26
<표 Ⅳ-1> 개인별 수학 학습 태도 검사결과 ···························· 30
<표 Ⅳ-2> 개인별 수학 학습 태도 결과 평균 ··························· 31
<표 Ⅳ-3> 개인별 수학 기피 성향 심리 검사결과표 ··············· 33
<표 Ⅳ-4> 개인별 수학 기피 성향 심리 평균 ··························· 34


그 림 목 차

[그림 Ⅲ-1] 학습일지 시안 ························································· 28
[그림 Ⅳ-1] 개인별 수학 학습 태도 평균그래프 ····················· 31
[그림 Ⅳ-2] 개인별 수학 기피 성향 심리 평균그래프 ············ 34
[그림 Ⅳ-3] 작성된 학습일지 사례1 ·········································· 37
[그림 Ⅳ-4] 작성된 학습일지 사례2 ·········································· 38