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권세화,전평국 ( S . H . Kwon,P . K . Jeon ) 한국수학교육학회 1992 수학교육 Vol.31 No.1
The primary purpose of the present study is to provide the sources to improve the mathematical problem solving performance by analyzing the effects of the belief systems and the misconceptions of the middle school students in solving the problems. To attain the purpose of this study, the research is designed to find out the belief systems of the middle school students in solving the mathematical problems, to analyze the effects of the belief systems and the attitude on the process of the problem solving, and to identify the misconceptions which are observed in the problem solving. The sample of 295 students(boys 145, girls 150) was drawn out of 9th grade students from three middle schools selected in the Kangdong district of Seoul. Three kinds of tests were administered in the present study : the tests to investigate (1) the belief systems, (2) the mathematical problem solving performance, and (3) the attitude in solving mathematical problems. The frequencies of each of the test items on belief systems and attitude, and the scores on the problem solving performance test were collected for statistical analyses. The protocals written by all subjects on the paper sheets to investigate the misconceptions were analyzed. The statistical analysis has been tabulated on the scale of 100. On the analysis of written protocals, misconception patterns has been identified. The conclusions drawn from the results obtained in the present study are as follows; First, the belief systems in solving problems is splited almost equally, 52.96% students with the belief vs 47.05% students with lack of the belief in their efforts to tackle the problems. Almost half of them lose their belief in solving the problems as soon as they give. Therefore, it is suggested that they should be motivated with the mathematical problems derived from the daily life which drew their interests, and the individual difference should be taken into account in teaching mathematical problem solving. Second, the students who readily approach the problems are full of confidence. About 56% students of all subjects told that they enjoyed them and studied hard, while about 26% students answered that they studied hard because of the importance of the mathematics. In total, 81.5% students built their confidence by studying hard. Meanwhile, the students who are poor in mathematics are lack of belief. Among are the students accounting for 59.4% who didn`t remember how to solve the problems and 21.4% lost their interest in mathematics because of lack of belief. Consequently, the internal factor accounts for 80.8%. Thus, this suggests both of the cognitive and the affective objectives should be emphasized to help them build the belief on mathematical problem solving. Third, the effects of the belief systems in problem solving ability show that the students with high belief demonstrate higher ability despite the lack of the memory of the problem solving than the students who depend upon their memory. This suggests that we develop the mathematical problems which require the diverse problem solving strategies rather than depend upon the simple memory. Fourth, the analysis of the misconceptions shows that the students tend to depend upon the formula or technical computation rather than to approach the problems with efforts to fully understand them. This tendency was generally observed in the processes of the problem solving. In conclusion, the students should be taught to clearly understand the mathematical concepts and the problems requiring the diverse strategies should be developed to improve the mathematical abilities.
경북지역의 상대적 정보불균형 현황과 해소방안에 관한 연구
지호준,권세화 安東大學校 安東地域社會開發硏究所 1999 安東開發硏究 Vol.10 No.1
본 연구는 경북의 정보시설과 정보이용에 있어서의 상대적 불균형을 분석해 보고자 시도되었다. 이를 위해 정보시설불균형은 정보시설지수를 이용하였으며, 정보이용불균형은 설문지를 통해 정보의 중요도와 정보의 만족도를 통해 정보부족도, 가중정보부족도, 그리고 정보이용수준 등에 대해 살펴보았다. 정보시설불균형에 대한 분석결과 서울을 100 기준으로 하여 살펴본 결과 경북은 전반적인 정보시설지수가 높게 나타난 반면에 정보이용수준에서는 타비교도시에 비해서 정보의 부족도와 가중정보부족도에서 많이 부족한 것으로 나타났다. 경북의 정보시설불균형과 정보이용불균형간의 격차를 해소하기 위한 방안으로서 지역정보센터의 설립을 통한 경북의 지역적 특색과 다른 지역과 차별화 된 정보, 그리고 다양한 형식의 정보를 제공하여야 할 것이다. 또한 초고속정보통신망 기반구축으로 한 지역에만 국한된 것이 아니라 각 지역간 네트워크를 구성하여 정보의 활발한 교류가 가능하여야 하며 정보교육센터의 설립 등을 통해 정보의 지역편중을 해소하여야 할 필요가 있을 것이다.
전평국,권세화 한국수학교육학회 1992 수학교육 Vol.31 No.2
The primary purpose of the present study is to provide the sources to improve the mathematical problem solving performance by analyzing the effects of the belief systems and the misconceptions of the middle school students in solving the problems. To attain the purpose of this study, the research is designed to find out the belief systems of the middle school students in solving the mathematical problems, to analyze the effects of the belief systems and the attitude on the process of the problem solving, and to identify the misconceptions which are observed in the problem solving. The sample of 295 students(boys 145, girls 150) was drawn out of 9th grade students from three middle schools selected in the Kangdong district of Seoul. Three kinds of tests were administered in the present study : the tests to investigate (1) the belief systems, (2) the mathematical problem solving performance, and (3) the attitude in solving mathematical problems. The frequencies of each of the test items on belief systems and attitude, and the scores on the problem solving performance test were collected for statistical analyses. The protocals written by all subjects on the paper sheets to investigate the misconceptions were analyzed. The statistical analysis has been tabulated on the scale of 100. On the analysis of written protocals, misconception patterns has been identified. The conclusions drawn from the results obtained in the present study are as follows; First, the belief systems in solving problems is splited almost equally, 52.96% students with the belief vs 47.05% students with lack of the belief in their efforts to tackle the problems. Almost half of them lose their belief in solving the problems as soon as they give. Therefore, it is suggested that they should be motivated with the mathematical problems derived from the daily life which drew their interests, and the individual difference should be taken into account in teaching mathematical problem solving. Second, the students who readily approach the problems are full of confidence. About 56% students of all subjects told that they enjoyed them and studied hard, while about 26% students answered that they studied hard because of the importance of the mathematics. In total, 81.5% students built their confidence by studying hard. Meanwhile, the students who are poor in mathematics are lack of belief. Among are the students accounting for 59.4% who didn't remember how to solve the problems and 21.4% lost their interest in mathematics because of lack of belief. Consequently, the internal factor accounts for 80.8%. Thus, this suggests both of the cognitive and the affective objectives should be emphasized to help them build the belief on mathematical problem solving. Third, the effects of the belief systems in problem solving ability show that the students with high belief demonstrate higher ability despite the lack of the memory of the problem solving than the students who depend upon their memory. This suggests that we develop the mathematical problems which require the diverse problem solving strategies rather than depend upon the simple memory. Fourth, the analysis of the misconceptions shows that the students tend to depend upon the formula or technical computation rather than to approach the problems with efforts to fully understand them. This tendency was generally observed in the processes of the problem solving. In conclusion, the students should be taught to clearly understand the mathematical concepts and the problems requiring the diverse strategies should be developed to improve the mathematical abilities.