정신지체 중등학생의 기능적 수학교육 프로그램 개발을 위한 기초연구 = A Study on the Development of Functional Math Program for Secondary Mentally Retarded Students

국문 초록 (Abstract)

정신지체학교 중등부 수학교육은 정신지체 학생들이 장차 사회인으로서 자립적인 생활을 하는데 필요한 기초적인 수학기술과 기능을 획득하는데 중점을 두어야 하나 이제까지 이에 관한 연구는 미흡하였다. 본 연구는 이들에게 바람직한 기능적 수학교육 프로그램 개발을 위한 기초 자료를 얻기 위해 정신지체 중등 학생을 장애 정도와 학교급별로 10명씩 모두 40명을 대상으로, 생활환경내에 있는 숫자의 인지정도를 조사하고, 숫자인지 영역(읽기, 이해, 활용) 및 생활영역과 장애정도 및 학교급에 따른 차이를 분석하여 이들의 숫자인지 정도와 변인에 따른 숫자인지 정도의 특성을 밝히는 데 그 목적이 있다. 조사연구 결과, 중등부 정신지체 학생들은 생활 환경내의 숫자 읽기에 비해 상황적으로 이해하여 활용하는데 어려움을 보이고, 숫자 이해와 활용 정도는 고등부와 중학부 학생간에 그 차이가 없었으나, 경도 학상에 비해 중등도 학생이 낮게 나타났다. 이는 중등부 정신지체 학생의 효율적인 수학 교육을 위해서는 단순히 숫자를 지각해 읽는 것을 지도하기 보다는 일상생활에서 실제적인 수학 기술을 사용할 수 있는 방향으로 현행 특수학교 수학 교육과정이 변화되어야 하며, 따라서 앞으로 학생들의 교육적 요구에 맞는 기능적 수학교육 프로그램이 개발되어야 함을 시사해 준다.

다국어 초록 (Multilingual Abstract)

The math education for secondary mentally retarded students needs to be emphasized on their learning of functional math knowledges and functions because the students need to live independently as members of society in the future.
The purpose of this study was to find out the degree of functional written numeral cognition of students with mental retardation by analyzing the differences in the written numeral cognition domains (reading, comprehending, & practical using), the life domains, the degrees of disability, and the levels of school in order to obtain background data in developing functional math programs which meet the educational needs of the students in real situations.
The subjects were 40 mentally retarded students (10 mild & 10 moderate from middle & high school respectively) sampled in two special schools located in Seoul. All of them could read numbers of two digits and answer to simple questions. Data were collected utilizing a questionnaire, which included 16 pictures and 48 question items. For the analysis of the collected data, the present study employed a multivariate analysis of variance with repeated measures on two factors (the degree of functional written numeral cognition in numeral cognition domains and that in life domains) and t-test.
The results of the present study are summarized as follows:
First, the degree of reading written numerals was significantly higher than that of comprehending or using; however, there was no significant difference among life domains. A significant interaction effect was found between the written numerals cognition domains and life domains; namely, the degree of using written numerals was lower than the degree of comprehending in community living domain, while vice versa in leisure.
Second, students with mild disability showed significantly higher performance than those with moderate disability in reading, comprehending, and using functional written numerals. A significant interaction effect was found among the degree of disability, cognition domain, and life domain in the degree of written numeral cognition. That is, in leisure domain, the degree of using written numerals was significantly higher than that of comprehending for mildly retarded students, while the reversed was true for moderately retarded ones. In domestic living domain, the degree of comprehending and using of written numerals was similar for students with mild retardation; but, the degree of using was lower than that of comprehending for those with moderate one.
Third, the degree of reading written numerals of high school students was higher than that of middle school students; however, no significant difference was found in the degree of comprehending and using written numerals between the two groups. An interaction effect was not found among level of school, cognition domain, and life domain in the degree of written numerals cognition.
In summary, secondary mentally retarded students have more difficulties in comprehending and using than in reading written numerals in real living situations. The degree of comprehending and using written numerals did not differ between middle and high school students; however, the degree of comprehending and using written numerals of moderately retarded students was lower than that of mildly retarded ones.
In conclusion, the results suggest that current math education method be changed so that mentally retarded students in secondary special schools could learn and use practical math skills for their more independent living. This implies that it is urgent to develop functional math programs which meet the students' educational needs, in order to implement efficient math education for secondary mentally retarded students.

목차 (Table of Contents)

• I. 문제 제기
• II. 이론적 배경
• 1. 정신지체 수학교육의 개관
• 2. 정신지체학생을 위한 기능적 수학교육
• III. 연구 방법
• 1. 연구대상
• 2. 연구도구
• 3. 연구절차
• 4. 연구자료 분석
• IV. 연구 결과
• 1. '숫자인지 영역과 생활 영역'에 따른 숫자인지 정도의 차이
• 2. '장애정도'에 따른 숫자인지 정도의 차이
• 3. '학교급'에 따른 숫자인지 정도의 차이
• V. 논의 및 결론
• 1. '숫자인지 영역과 생활 영역'에 따른 기능적 숫자인지 정도
• 2. '장애정도'에 따른 기능적 숫자인지 정도
• 3. '학교급'에 따른 기능적 숫자인지 정도