시각적,공간적 작동기억 수준과 스캐폴딩 유형이 수학 문장제 성취에 미치는 효과 = The Effects of the Types of the Scaffolding by the Level of the Visual Spatial Working Memory on the Math Word Problem Solving

다국어 초록 (Multilingual Abstract)

There is a purpose to know that what kind of scaffolding will do an significant effect by the level of the spatial working memory and visual working memory on the achievement of math word problem solving in this research the significant effects. The participants were 121 six grade elementary school students in six classrooms between the ages of 12 and 13, who were randomly assigned to two control groups(metacognitive scaffolding and visualized scaffolding) and one experimental group(situational scaffolding). They were educated by the scaffoldings (metacongnitive vs. visualized, vs. situational) that the researcher has developed. This study``s independent variables were visual working memory, spatial working memory and the types of scaffoling. The dependent variable was the achievement of the math word problem solving. The data were analyzed with two-way ANCOVA. As the result, the high level of visual working memory and spatial working memory were more effective than the lower. But there is no significant effect on the types of the scaffolding. And it was founded that there was insignificant difference of achievement by the visualized scaffolding by the visual working memory, but there was significant effect by the spatial working memory. And situational scaffolding was not helpful for the low-spatial working memory span. These result indicate that math word problem solving should be taught by the types of scaffolding on the basis of the level of the visual working memory and spatial working memory.

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