협동학습과 수학에 대한 정의적 태도의 관계분석

The Relationship between Cooperation Learning in Mathematics and Their Attitudes Towards Mathematics

본 연구에서는 TIMSS 2007 자료를 기초로 한국과 미국의 수학교과 수업에서 갖는 협동학습 경험이 수학적 자신감, 흥미, 가치인식의 정의적 태도와 어떠한 관련이 있는지를 밝힘으로써 협동학습의 실천적 측면에서의 시사점을 제공하고자 하였다. 연구결과, 한국과 미국에서 공통적으로 소집단 협동학습의 경험은 수학적 자신감, 흥미, 가치인식 등의 정의적 태도에 긍정적인 영향을 미치는 것으로 나타났다. 그러나 한국학생들이 수학수업에서 협동학습을 하는 비율은 미국의 1/3정도로서 미국학생들에 비해 협동학습 경험이 적은 것으로 나타났다. 이러한 차이가 한국학생들의 수학 성취도가 국제적으로 높음에도 불구하고 수학에 대한 정의적 태도가 낮은 원인이 됨을 연구결과를 통해 확인할 수 있었다. 따라서 한국학생들의 수학에 대한 긍정적인 태도 향상을 위하여 적극적인 협동학습의 수업환경조성이 필요할 것이다.

This study investigated the relationship between cooperative learning in mathematics and students’ self-confidence in learning mathematics (SCM), their attitudes toward mathematics(PATM) and the value they place on mathematics(SVM). As the results of the study, the students who worked together in small group in every or almost every lesson have higher or more positive attitudes towards mathematics (SCM, PATM, SVM) than students who do never work together in mathematics lessons. All of the differences between the two samples were statistically significant regardless of gender, their mathematics score and parent education level. The results were consistent both in the United States and in South Korea. Therefore, students’ attitudes’ towards mathematics is presumed to be improved regardless of their background if they work together in small group in mathematics lessons. The biggest difference between the two samples were PATM among SCM, PATM and SVM. The results were consistent both in the United States and in South Korea. Therefore, small group cooperative learning in mathematics is presumed to make the most impact on PATM among SCM, PATM, and SVM. The differences of students whose parent education level are less than upper-secondary school were bigger than those of students whose parent education level are more than university degree. These results were consistent both in the United States and in South Korea. Therefore, small group cooperative learning in mathematics is presumed to make impact to the students whose parent education level is low more than to the students whose parent education level is high.