학습장애 학생의 m-러닝을 위한 수학교육 애플리케이션 특징분석 및 개발방향 모색 = Analysis of the Features of Mathematics Applications for m-learning of Students with Learning Disabilities and Development Directions

다국어 초록 (Multilingual Abstract)

With the expectation that m-learning has a potential tool to effectively improve the mathematical performance of students with learning disabilities (LD), this study selected a total of 16 m-learning applications in mathematics and identified their learning style, mathematical areas, and target grade level based on the evaluations from educational application developers. professors in department of computer science, and special education teachers. The study also examined whether the 16 applications incorporated the critical instruction, interface, and interaction features for students with LD based on the universal design principles for learning (UDL). The results of study found that most of the 16 applications were practice- or game-typed and provided instruction related to addition, subtraction, multiplication, and/or division for students in elementary school level. Also, each application did not sufficiently incorporate the instructional, interface, and interaction features for students with LD based on UDL to increase their mathematical performance. Based on the results of this study, suggestions for developing the m-learning applications in mathematics for students including students with LD and future research were discussed.

국문 초록 (Abstract)

m-러닝이 학습장애 학생들의 수학 학습능력을 효과적으로 향상시킬 수 있을 것이라는 큰 기대 속에서 본 연구는 현재 애플리케이션 시장을 통해 판매되고 있는 국내외 수학교육 애플리케이션 중 총 16개의 애플리케이션을 선별하고, 교육용 애플리케이션 개발자, 컴퓨터 공학과 교수, 특수교사 등으로 구성된 12명의 평가자들을 통해 각 애플리케이션의 학습유형, 수학영역, 대상학년 등의 주요특성을 살펴보았다. 또한 각 애플리케이션이 수학학습에 어려움을 가지고 있는 학습장애 학생들의 교육적 욕구를 충족시킬 수 있도록 교수, 인터페이스, 상호작용 면에서 보편적 디자인 원리에 기초하여 효과적으로 개발되었는지를 분석하였다. 분석 결과, 수학교육 애플리케이션의 수학교육 유형은 대부분 반복 연습형, 게임형이었고, 수학교육 영역은 사칙연산이 많았고, 이로 인해 대상학년도 초등학교가 대부분이었다. 또한 각 애플리케이션은 보편적 디자인 원리에 기초하여 학습장애 학생들의 수학학습 능력을 향상시키는데 중요한 교수, 인터페이스, 상호작용적 세부특징들을 충분히 포함하고 있다고 판단하기 힘들었다. 본 연구의 결과를 바탕으로 보편적 디자인 원리에 기초하여 학습장애 학생을 포함한 모든 학생들에게 효과적인 m-러닝의 수학교육 애플리케이션 개발을 위한 제안들과 차후 연구방향이 논의되었다.

목차 (Table of Contents)

• I. 서론
• 1. m-러닝의 교육적 특징
• 2. m-러닝의 교육적 효과
• 3. 학습장애와 m-러닝
• 4. 학습장애 학생의 수학 학습능력 향상을 위한 m-러닝의 적용
• 5. 학습장애 학생의 수학 학습능력 향상을 위한 보편적인 디자인 원리를 적용한 m-러닝 애플리케이션의 설계와 개발
• 6. 연구의 목적,필요성 및 연구문제
• II. 연구 방법
• 1. 수학교육 애플리케이션 검색과정과 선정기준
• 2. 수학교육 애플리케이션 평가지 개발
• 3. 수학교육 애플리케이션 분석과정
• III. 결 과
• 1. 수학교육 애플리케이션의 유형,영역 및 대상학년
• 2. 수학교육 애플리케이션의 교수,인터페이스 및 상호작용적 특징
• IV. 논의
• 참고문헌
• ABSTRACT

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