수학 쓰기와 피드백이 인지양식에 따라 수학 학습에 미치는 영향 = (The) effect of mathematical writing and feedback on mathematics learning according to cognitive styles

다국어 초록 (Multilingual Abstract)

The purpose of this study was to verify the effects of mathematical writing and feedback on mathematics learning according to cognitive style of elementary school students.
The nonequivalent control group design model of quasi-experimental design was utilized to test the hypothesis. Four classes of 6th grade elementary school students in Jeonju were divided into two experimental groups(GroupⅠ and group Ⅱ) and one control group. Experimental groupⅠ incorporated mathematical writing activities and gave corrective feedback after writing activities. Students in experimental groupⅡ participated in mathematical writing activities but gave no feedback after writing activities. The control group went through a lecture-type curriculum using traditional teaching methods. This experiment was executed in 2～3 classes per week over a total period of 16 weeks.
Descriptive statistics was used to assess the trend of each group. The two-way analysis of variance(ANOVA) was used to evaluate the significance of effect and the magnitude of interaction among the principal groups due to cognitive styles. To analyze student's reaction to mathematical writing, the frequency and percentage of students who responded to specific items of the customized questionnaire were conducted. Student's responses about feedback and comments were classified and analyzed.
The results of analyses are as follows:
First, there was significant difference(p<.05) between the experimental groupⅠ and the control group in mathematical academic achievement. Namely, the achievement of the experimental groupⅠ was significantly higher than that of traditional teaching group. The achievement of the field-independent group was significantly higher than the field-dependent group(p<.01). In academic achievement, there was no significant effect of interaction between mathematical writing activities, feedback and cognitive styles.
Second, there was significant difference(p<.05) between the experimental groupⅠ and the control group in mathematical attitude. Namely, the mathematical attitude of the experimental groupⅠ was significantly higher than that of traditional teaching group. However, there was no significant difference between the field-independent group and the field-dependent group in mathematical attitude. Further, there was no significant effect of interaction between mathematical writing activities, feedback and cognitive styles.
Third, above half(61.43 percent) of the 70 students who responded to the survey stated that they were interested in mathematical writing activities. A high proportion of students(72.14 percent) stated that mathematical writing activities had an effect on mathematic learning. Namely, mathematical writing activities had an effect on mathematical skill acquisition and improved the level of mathematical interest and confidence.
Forth, a large majority of students who responded to the survey said that teacher's feedback was effective in increasing learning motivation and interest. Students wholeheartedly recognized the value of feedback in improving their learning through reflection on their mathematical errors and correcting their misconceptions.
These results show that mathematical writing and corrective feedback are useful teaching/learning methods not only to improve elementary school students' academic achievement and mathematical attitude but also to help the students get a positive recognition on mathematical writing classes and feedback. These data suggest that teachers need to provide their students with mathematical writing options and corrective feedback after those activities in order to enhance the students’ mathematical achievement and attitude.

목차 (Table of Contents)

• 표목차 = ⅲ
• 그림목차 = ⅴ
• ABSTRACT = ⅵ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 문제 = 5
• C. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 8
• A. 수학 학습에서 쓰기 = 8
• B. 피드백 = 17
• C. 인지 양식 = 22
• D. 수학 학습태도 = 26
• E. 선행연구의 고찰 = 29
• Ⅲ. 연구의 가설 = 40
• Ⅳ. 연구 방법 = 44
• A. 연구 대상 = 44
• B. 실험 설계 = 45
• C. 측정 도구 = 46
• D. 실험 처치 = 50
• E. 자료 분석 = 51
• Ⅴ. 수학 쓰기 프로그램 개발 = 52
• A. 프로그램 개발을 위한 기초 조사 = 52
• B. 수학 쓰기 교수학습 모형 = 58
• C. 수학 쓰기 유형 = 64
• D. 수학 쓰기 프로그램 내용 = 66
• Ⅵ. 연구 결과 = 67
• A. 수학 쓰기와 피드백이 인지양식에 따라 수학 학업성취도에 미치는 영향 = 68
• B. 수학 쓰기와 피드백이 인지양식에 따라 수학 학습태도에 미치는 영향 = 72
• C. 수학 쓰기 활동에 대한 학생들의 반응 = 77
• D. 피드백에 대한 학생들의 반응 = 81
• Ⅶ. 논의 = 84
• Ⅷ. 요약, 결론 및 제언 = 93
• A. 요약 = 93
• B. 결론 = 95
• C. 제언 = 99
• 참고문헌 = 101
• 부록 = 118