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상호또래교수 활동이 고등학생들의 수학교과에 대한 정의적 특성에 미치는 영향
최계현 ( Kye Hyen Choi ),한혜숙 ( Hye Sook Han ) 한국수학교육학회 2013 수학교육 Vol.52 No.3
The purpose of the study was to examine the effects of the reciprocal peer tutoring in high school students` affective characteristics with respect to mathematics. The study was conducted with 111 first graders in one high school located in Gyeonggi-do, and the study lasted for 1 year in regular mathematics classrooms. According to the results, reciprocal peer tutoring was very effective in improving students` interest and self-efficacy toward mathematics and reducing mathematics anxiety. Especially, in high and low performing student groups, there were statistically significant improvements in affective factors such as interest, self-efficacy toward mathematics, and mathematics anxiety after reciprocal peer tutoring. However, average performing student group showed statistically significant improvements in affective factors of interest and self-efficacy toward mathematics.
상호또래교수에서의 반성적 저널쓰기 활동이 수학자기효능감에 미치는 영향
최계현 ( Kye Hyen Choi ),황우형 ( Woo Hyung Whang ) 한국수학교육학회 2014 수학교육 Vol.53 No.1
This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students` mathematics self-efficacy.
교사의 성별에 따른 수학 수업의 각 단계에서 정의적 특성에 대한 인식 및 실태 차이에 관한 연구
한혜숙 ( Hye Sook Han ),최계현 ( Kye Hyen Choi ) 한국수학교육학회 2012 수학교육논문집 Vol.26 No.4
본 연구의 목적은 수학 수업의 각 단계에서 정의적 특성에 대한 교사들의 인식 및 수업 실천에 있어서 교사의 성별에 따른 차이가 있는지를 알아보는 것이다. 이를 위해 경기도 소재 중등학교 수학 교사 327명을 대상으로 수학 교수·학습 과정에서 정의적 특성의 중요도 및 수업 실태와 관련된 설문조사를 실시하였다. 연구 결과에 의하면 여교사 집단이 남교사 집단에 비해 수업의 계획, 학생평가, 반성의 단계에서 정의적 특성에 대한 인식 및 실천에서 더 긍정적 반응을 보였고, 특히 가치인식 요소의 경우 수업의 모든 단계에서 여교사 집단의 평균이 남교사 집단보다 높게 나타났다. The purpose of the study was to examine teachers` gender difference in teachers` perceptions of the affective domain in teaching practice. This study was conducted with 327 secondary mathematics teachers in Gyeonggi-do by survey method. According to the results, female teachers showed more positive responses in perceptions of the affective domain and teaching practices in the aspect of affective domain at the stage of planning lessons, assessing students, and reflecting lessons. Especially, female group showed higher mean scores than male group in the perception of the value of mathematics at the all stages of teaching.