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고등학교 1학년 학생들의 변수 개념에 관한 이해도 조사
이중권,이준세 동국대학교 자연과학연구원 2008 자연과학연구 논문집 Vol.9 No.-
The purpose of this study is to investigate understanding ability of high school first grade students in the variable concepts. For this, following questions were established. ? What level is understanding ability of high school first grade students in the variable concepts? ? What is interrelation between the variable concepts that high school first grade students are understanding? To solve the problems above, we selected 120 high school first graders from a high school located in the D city. We created a test used in this study on the basis of questionnaires (Kim, 1992) that was established to study understanding ability of students in the variable concepts based on various theories from conceptual analysis of variables. For the result analysis, we categorized question into four ranging from first step to fourth step, and recorded the percentage of correct answers, the percentage of wrong answers and the percentage of blank answers for each question. In addition, to understand correlation between question categories, we added one point for a correct answer and none for a wrong/blank answer, and then we encoded the total; then we calculated Pearson correlation coefficient by using SPSS/PC+ for analysis of the encoded total. We earned the following conclusion by the study results. The purpose of this study is to explore what level understanding ability of high school first graders in the variable concepts is and what interrelationship the variable concepts has. As a result of this study, we could reach the following conclusion. First, students failed to understand the various types and meaning of variables in algebraic expressions. Majority of students recognized variable as ?changing number?, but the students failed to recognize variables in the algebraic expressions. Especially, students had a difficulty in understanding indeterminate as in generalized algebraic expressions. Second, students understood randomness of variable symbols in sets and functions in general. As a result of comparison to previous studies, the special feature from conclusion appearing from the second question category was a big difference in randomness of variable symbols in sets because high school first graders review the concept of a set in the beginning so that they are assumed to have more knowledge in sets compared to middle school third graders. Third, students showed decreased ability in interpreting the meaning of variables, but they showed a great performance in calculating expressions of characters with simple knowledge. For example, they were very tactful in using and expressing variables in the case that the corresponding expression used variables or in the simple sentence without characters. However, students have shown 45% in the percentage of the right answer for the problem asking if characters can be dealt as generalized numbers or variables. Fourth, there were positive correlation between the variable concepts for students.
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