수학동화를 활용한 교수ㆍ학습이 수학적 태도와 학업성취에 미치는 영향 = The Effects of Teaching-Learning Using Mathematical fairly tales on Attitude for Mathematics and Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of teaching-learning using mathematical fairly tales on attitude for mathematics and achievement. For the accomplishment of the above purpose, the research questions were formulated as follows.
1. Do the teaching-learning using mathematical fairly tales influence on the attitude of the students for mathematics?
2. Do the teaching-learning using mathematical fairly tales improve the achievement of the students in mathematics?
In order to verify the above investigation, this study performs the test of mathematics achievement and attitude, pre-testing the 8 classes of an elementary school's 6th grade in JeonJu and selects the 2 classes identified with a homogeneous group. In the selected test group, the learning activity of the sample group is done with a variety methods according to the steps, units, and overall step of the mathematical fairly tales. In the post-experiment, a mathematical attitude test and an achievement test are done in the 4 areas.
First, the result is following. In the 3 areas - the mathematical inclination, the attitude for mathematics using a mathematical fairly tale and the attitude for a mathematical communication, it was valid in the experiment group that goes through the learning of the mathematical fairly tale, compared with a control group. However, it was invalid in the area of the mathematical learning attitude, that needs much longer time.
Second, the teaching-learning using mathematical fairly tales improves the learner's motivation factor among the area of attitude for learning mathematics. It is statistically significant according to the result of pre-test and post-test. Besides, the teaching-learning using mathematical fairly tales seem to have positice effect for the attitude of mathematical communication.
Third, the teaching-learning using mathematical fairly tales improves the capability of dealing with problems as well as the interest and a change of the attitude for the mathematics, so it increases the leaning achievement.
Finally, using the mathematical fairly tale in the teaching-learning gives rise to the interest about the mathematics to the students, so causes the students to join in the leaning more actively. As result, the interest inspires the self-confidence, so the students take notice that the mathematics study isn't a difficult subject. And if they write down the mathematical terms, or clues, while listening to the fairly tales, arrange in sequence the things that they want to know, and discuss each other, we can turn the leaning way of the student to the mathematics by supplementing the defeat of the mathematical fairly tale that is run to only interest. So it causes the good result in achievement.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 수학교육의 동향 = 7
• 2. 동화를 활용한 수학교육 = 19
• Ⅲ. 연구방법 = 36
• 1. 연구대상 = 36
• 2. 연구 설계 = 36
• 3. 실험 처치 = 36
• 4. 측정도구 = 41
• 5. 자료수집 및 분석 = 43
• Ⅳ. 연구결과 및 해석 = 44
• 1. 검사에 대한 신뢰도 = 44
• 2. 실험집단과 통제 집단의 사전?사후 검사 기술 통계치 = 45
• 3. 사전 검사 점수의 동질성에 대한 검증 = 46
• 4. 실험집단과 통제집단의 사후 검사 차이 검증 = 49
• 5. 실험집단에서 효과적인 요인들 = 57
• 6. 학업 성취도 검사 결과 = 59
• Ⅴ. 결론 및 제언 = 60
• 1. 결론 = 60
• 2. 제언 = 62
• 참고문헌 = 63
• 부록 = 66