문제해결 전략 교수가 정신지체학생의 수학 문장제 문제해결의 절차적 수행에 미치는 영향 = Effects of problem solving strategy instruction on mathematical word problem solving's procedural improvement of students with disabilities

다국어 초록 (Multilingual Abstract)

Effects of Problem Solving Strategy Instruction on Mathematical Word Problem Solving's Procedural Improvementof Students with Disabilities

국문 초록 (Abstract)

본 연구는 문제해결의 어려움이 있는 정신지체학생들을 위해서 인지와 초인지 중심의 문제해결 전략교수를 실시한 후, 수학 문장제 문제해결의 절차적 수행에 미치는 영향을 알아보는데 있다. 연구설계는 사전-사후 검사 통제집단 설계로 하였으며, 자료분석 방법으로는 사전ㆍ사후 검사 차이에 대한 집단간 다변량(MANOVA)분석을 실시하였다. 연구결과 첫째, 두 집단 간에는 수학 문장제 문제해결의 절차적 수행능력 4개 하위차원의 조합에서 통계적으로 유의수준 .05에서 유의미한 차이가 있는 것으로 나타났으며, 하위차원에 대한 개별적인 변량분석을 실시한 결과 문제이해와 계획수립, 점검은 중재의 유무에 따라 사전ㆍ사후 점수의 차가 유의미한 차이가 있는 것으로 분석되었다. 이러한 결과는 문제해결전략을 통해 장애아동 스스로 자신이 이해한 것이 옳은지 확인하게 되고 자신이 수행한 전략을 조절하는 경험을 함으로 학습자가 문제해결의 주체자가 되어 문제해결 전반에 걸쳐 모든 과정을 관리하게 됨으로 수학 문장제 문제해결의 절차적 수행에 있어서 향상을 가져 올 수 있게 되었다는 것을 다시 한번 입증하게 되었다는 점에서 의의가 있다.

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