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과제의 개념도입이 학업성취에 미치는 영향에 관한 연구 : 중학교 1학년 7-가를 중심으로
최낙중,박태훈 국민대학교 2003 기초과학연구소 논문집 Vol.22 No.-
The purpose of this study is to explore the effect of introducing conceptual structures or schema into mathematics education on the students' learning performance at Korean Middle Schools, where the problem solving oriented assignment is dominated tool. The research focusses the followings (1) Do the assignments carrying mathematical concepts give positive effects on academic achievements? (2) Are there any differences in learning performance among students of high, middle, and low levels of academic records respectively? The study takes samples from a middle school at a town in Jeollabuk-do, Korea, where three first grade classes are taken. The three classes are re-classified into two homogeneous groups for experiments according to the scores of school entrance exam. The findings of the study are as follows: Firstly, the assignments carrying mathematical concepts affect students with positive results in their learning performances. Secondly, given the three academic levels of students- high, middle, and low, the most significant difference appears among the students at the high level. In the case of lower level, though there are no significant differences statistically, the experimental group appears to mark slightly higher scores than the students in the controlled group. The test results imply that the introduction of mathematical concepts into assignment is more effective for the academically superior group of students.