초등학교 6학년 학생들의 문자 이해에 대한 연구 = (A) Study on the comprehension of letters of sixth grade elementary school students

다국어 초록 (Multilingual Abstract)

The primary purpose of this study was to investigate how sixth grade elementary school students react to the types of letters use, what levels of understanding letters students are in and what difficulties are in understanding letters, and to raise issues about instructional methods of algebra.
For the purpose of this study, research questions were established as follows:
1. How do sixth grade elementary school students react to the types of letters use?
2. How well do sixth grade elementary school students the levels of understanding letters?
3. According to their the levels of understanding letters, what kinds of difficulties do sixth grade elementary school students encounter in the process of the levels of understanding letters?
To solve these research questions, a descriptive study through pencil-and-paper tests was conducted. The test instruments for identifying student's types of letter use and measuring the levels of understanding letters were developed through a literature research. The tests consisted of 18 questions with 6 types of letters use. According to the results of testing, students' types of letter use and the levels of understanding letters were classified. The level of each students' understanding of letters were categorized on a 5 scale ranging from 0 to 4, as specified by the Guttman scale. Then through the questionnaire, the difficulties that students encounter in understanding letters as symbols were analyzed according to the levels of understanding letters.
The tests and questionaire were conducted in ten schools located in Dalseo-gu, Daegu. The subjects of this study were 292 students in sixth grade from ten schools.
The conclusions from the results of this study were as follows:
First, the result that how students react to the types of letters use, the higher the types of letters use, the more sixth grade elementary school students had low scores on the types. Only 37.3% of students are comprised in the type 5 and 18.8% of students are comprised in the type 6. Therefore, teaching methodologies of letters and expressions in the classroom need to encourage for students to improve their ability of using and understanding letter.
Second, It was found that 40.1% of students were categorized in level 3. Accordingly it is necessary to have a program of teaching and learning to improve their understanding levels of letters. This indicates that teachers need to pay attention to teach fundamental factors not letter used as a specific unknown but letter used as a generalized number and as a variables.
Third, It was found that 15.1% of students were categorized in level 0 as well as level 3. In order to develop understanding of letters, it is important that students use letter evaluated and letter used as an object.
Fourth, According to the levels of understanding letters, sixth grade elementary school students have the difficulties in understanding letters. It is informative for teachers to understand these students' difficulties and thinking processes.
Fifth, In school, when letters are taught and learned, the meanings of letters have been simply treated as placeholders without due effort to make various their meanings. Consquently, students have not understood the letters. students have difficulties in understanding how differently letters are used as symbols. We must treat the different uses of letters and introduce them successively according to the student's understanding levels of letters.

국문 초록 (Abstract)

초등학교 6학년 학생들의 문자에 대한 이해를 조사함으로써 학생들이 문자를 사용하는 유형 및 이해 수준을 살펴보고 그 과정에서 겪는 어려움을 파악하여 원인을 찾기 위해 총 18문항의 검사도구를 구성하였다. 검사도구를 이용하여 대구 달서구 초등학교 6학년 학생 292명을 대상으로 검사를 실시한 후, 학생들의 반응을 분석하였다. 분석 결과 초등학교 6학년 학생들은 문자 사용 유형이 높아질수록 해당 학생들의 빈도는 낮아지며 학생들은 전반적으로 처음 3 가지의 문자 사용 유형을 주로 사용하는 것으로 나타났다. 40.1%의 학생들이 문자 이해 수준 3에 머물고 있었으며 학생들의 문자 이해 수준에 따라 문자를 사용하고 이해함에 있어 많은 어려움이 드러났다. 이를 통해 대수 교수·학습 방향에 시사점을 도출하였다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 6
• C. 용어의 정의 = 6
• D. 연구의 제한점 = 8
• Ⅱ. 문헌 검토 = 9
• A. 대수적 언어로써의 변수 = 9
• B. 변수표현의 수단으로써의 문자 = 17
• C. 제7차 초등학교 수학 교과서에서의 문자의 사용 = 27
• D. 선행 연구 고찰 = 33
• Ⅲ. 연구 방법 및 절차 = 37
• A. 연구 대상 = 37
• B. 연구 방법 및 절차 = 37
• C. 검사 도구 = 40
• D. 검사 실시 및 자료 수집 = 46
• E. 자료 분석 방법 = 53
• Ⅳ. 결과 및 논의 = 59
• A. 결과 분석 = 59
• 1. 연구 문제 1의 해결 = 59
• 2. 연구 문제 2의 해결 = 82
• 3. 연구 문제 3의 해결 = 90
• B. 논의 = 110
• Ⅴ. 요약, 결론 및 제언 = 117
• A. 요약 = 117
• B. 결론 및 제언 = 120
• 참고 문헌 = 122
• ABSTRACT = 128
• 부록 = 132