자기교시훈련이 학습장애아의 수학문장제 해결능력과 유지에 미치는 효과 = The Effects of Self-instruction on Learning Disabled Children's Ability to Solve Mathematical Word

다국어 초록 (Multilingual Abstract)

This study intends to identify how self-instruction training may have effects on learning disabled children's ability to solve mathematical word problem and the maintenance of their problem-solving ability respectively, so that it explores effective teaching strategy and the corresponding effect of maintenance as well for the children to solve mathematical word problem.
This study targeted 3 male children at the 5th grade, who had certain mathematical learning disability in the curriculum of elementary school(general school). Their intelligence quotient(IQ) ranged within ±1 of standard deviation(IQ 85～115), and their calculation areas were positioned at 1.0～1.5 grades or more in retard of current grade with regard to basic learning function test.
The experiment was performed over total 9 weeks with intercession applied 3 days a week(at total 27 cycles). With regard to the contents of program applicable during this period, total 10 items were applied per cycle -addition/subtraction items(2 items respectively) and multi-plication/ division items(3 items respectively) -, which were randomly selected from addition/subtraction items(65 items respectively) and multiplication/division(100 items respectively) in mathematical word problems of mathematics at the 3rd grade. Each item scored 1 point to sum into 10 points as full mark. After experiment, learning ability maintenance test was performed at 3 times at the interval of a week.
The results of this study can be summarized as follows:
First, self-instruction training was effective in improving the ability of these children to solve mathematical word problem.
Secondly, self-instruction training had significant effects on keeping these children's ability to solve mathematical word problem.

국문 초록 (Abstract)

이 연구는 수학학습장애 아동이 가장 어려움을 느끼는 수학 문장제 문제해결에 자기교시훈련을 적용하여 학습장애아의 수학문장제 해결 능력과 유지 효과를 밝히는데 목적이 있다. 이 연구는 T시에 있는 I초등학교(일반학교) 5학년 학생 중 수학 교과에 학습장애를 가진 남자 아동 3명을 대상으로 9주의 기간 동안 총 27회기에 걸친 자기교시훈련 교시 중재를 실시하면서 대상 아동들의 수학문장제 문제해결 능력의 변화를 점검하였으며, 중재 종료 1주일 후부터 1주일 간격으로 3회 동안 유지 효과를 점점하였다. 연구결과, 자기교시훈련은 학습장애아의 수학문장제 문제해결 능력 신장과 유지에 효과가 있는 것으로 나타났다.