이중수직선을 활용한 직접교수가 수학학습장애 중학생의 일차방정식 덧셈 연산에 미치는 효과

The Effect of Direct Instruction Using Double Number Lines on the Addition of Linear Equations in Middle School Students with Mathematical Learning Disabilities

연구목적: 본 연구는 이중수직선을 활용한 직접교수가 수학학습장애 중학생의 일차방정식 덧셈 연산 능력 향상에 효과적인지 살펴보는데 목적이 있다. 연구방법: B시에 소재한 중학교 2, 3학년 학습장애 학생 3명을 선정하였고, AB 설계를 사용해 기초선, 중재, 유지 단계에서 일차방정식 덧셈 연산 평가를 실시하여 자료를 수집하였다. 중재 프로그램은 일차방정식의 개념 및 용어 이해 2차시와 이중수직선을 활용한 일차방정식 처리 기술 14차시, 총 16차시로 구성하였다. 중재는 주 3회 30분간 직접교수의 절차에 따라 제공되었다. 매 회기 중재가 끝난 직후 진전도 평가를 실시하였다. 연구결과: 이중수직선을 활용한 직접교수가 3명의 연구 참여 학생 모두에게 효과적이었음이 확인되었고, 이러한 효과는 중재 종료 후에도 유지되었다. 결론: 이중수직선을 활용한 직접교수는 수학학습장애 중학생들의 일차방정식의 덧셈 연산 능력 향상과 유지에 효과적인 전략임을 알 수 있다.

Purpose: The purpose of this study is to find out how direct instruction using a double number lines affects the ability of middle school students with mathematical learning disabilities to calculate linear equations. Method: Three students with learning disabilities in the 2nd and 3rd grades of middle school located in B city were selected, and data were collected by performing linear equation addition and computational evaluation at the baseline, intervention, and maintenance stages using the AB design. The intervention program consisted of 2 sessions for understanding the concepts and terms of linear equations, 14 sessions for linear equation processing technology using double number lines, and a total of 16 sessions. Intervention was provided according to the procedure of a direct instruction for 30 minutes three times a week. Progress evaluation was conducted immediately after the intervention of each session was completed. Results: It was confirmed that direct instruction using double number lines was effective for all three participating students, and this effect was maintained even after the intervention was completed. Conclusion: It was confirmed that direct instruction using double number lines was an effective strategy for calculating the addition of linear equations and maintaining the ability for middle school students with mathematical learning disabilities.