수학일지쓰기를 통한 학업성취도와 정의적 특성의 변화 및 수학일지 쓰기 양상 분석

Analysis of Change of Scholastic Achievement & Affective Characteristic and Aspect of Mathematics Journal Writing Activities

이 연구의 목적은 수학 일지 쓰기가 초등학교 3학년 학생들의 수학 학업성취도와 정의적 특성에 미치는 영향과 학생들이 배운 내용을 정리할 때 선호하는 방법을 알아보는 데에 있다. 본 연구에서 분석한 결과를 연구 문제별로 제시하면 다음과 같다. 첫째, 수학 일지 쓰기를 적용한 실험 집단과 적용하지 않은 비교 집단으로 나누어 수학 학업성취도의 사전·사후 상관 분석을 실시한 결과 두 집단 모두에게 유의미한 차이가 나타났으나 실험집단이 비교집단보다 통계적으로 더 유의미한 차가 있는 것으로 나타났다. 실험집단을 상·하위 그룹으로 나누어 상관 분석을 실시한 결과 하위 집단보다 상위 집단에게 효과가 더 있는 것으로 나타났다. 또한 수학 일지 쓰기 활동을 오래할 수록 학업성취도 향상에 긍정적인 효과가 있음을 알 수 있다. 둘째, 수학 일지 쓰기와 정의적 특성과는 통계적으로 유의미한 차이가 없었다. 그러나 하위그룹과 장기 참여 그룹에게 평균적으로 향상을 보였다. 학업성취도 향상과 정의적 특성은 뚜렷한 상관이 없는 것으로 나타났다. 셋째, 학생들은 배운 내용을 자유롭게 정리할 때 내용 영역별로 정리하는 방법이 다름을 보였다.

The aim of this study is to look at the influence of math journal writing activities on scholastic achievement in math and math affective characteristic of a 3rd grader of the elementary school. In addition, this study aimed at analyzing what form students prefer when they arrange the learned contents in math journal writing activities. The analysis results in this study can be suggested by research matter as follows: First, how is the influence of math journal writing activities on the scholastic achievement in math of the 3rd graders of the elementary school? As a result of conducting pre & post correlation analysis of the scholastic achievement in math by dividing the students into the experimental group to which math journal writing activities was applied and comparison group to which math journal writing activities wasn t applied, there appeared a significant difference at a 5% significance level in both groups, but the experimental group showed a more statistically significant difference than the comparison group. As a result of conducting correlation analysis by dividing the experimental group into high rank group and low rank group, there appeared more effect on the high rank group than the low rank group in improvement in scholastic achievement through math journal writing activities. In addition, as a result of making correlation analysis of the experimental group by dividing it into a long-term & short-term group according to the length of period during which they were involved in math journal writing activities, it was found that the longer math journal writing activities lasted, the more positive effect came up on the improvement of scholastic achievement. Second, how is the influence of math journal writing activities on the math-affective characteristic of the 3rd graders of the elementary school? There appeared no statistically significant difference between math journal writing activities and math-affective characteristic, excepting one or two questions respectively by realm. However, considering that the low rank group and the long-term group involved in math journal writing activities showed a scholastic improvement on the average, it is known that the lower the school record and the longer the math journal writing activities, it gives more effect on math affective characteristic. In addition, there appeared no clear correlation between the improvement in scholastic achievement and math-affective characteristic. Third, what form is mostly used when the 3rd graders of the elementary school arrange the math contents? Students showed a different way of arranging contents by content realm when they freely arranged the learned contents. In case of number & arithmetic operation realm, the question-making[math word problems, numerical formula] method was the most preferred, and in case of a figure realm, essential point arrangement and question-making were the most used. In case of the measurement realm, question-making[the rest, math word problems] was preferred the most and in case of probability and statistics realm, the essential point arrangement was used the most. Putting all together, it is known that the elementary school graders feel it the easiest to make questions or arrange essential points and tend to use them with fun when arranging the contents which they learned.