수학 학습에서의 상황인지와 전이에 대한 연구 = A Study of Situated Cognition and Transfer in Mathematics Learning

다국어 초록 (Multilingual Abstract)

This paper investigates the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, ie. situated learning and the other based on traditional learning. Two classes of second graders studied the instruction about 3-digit addition and subtraction. After that, they completed two written tests and a real situation test. As a result, no significant differences were found between the two groups` performance on the written test 1 and real situation test. But the situated learning group performed significantly better on the performance of story problem than traditional group. This result indicated that the situated learning made improvement in transfer of mathematic learning. As a result of interviews with 12 children, the situated learning group`s children were able to use contextual resources in solving real situation as well as story problems.