본 연구는 나눗셈 전략이 초등학교 학습장애 학생의 나눗셈 과제 성취도와 자기효능감에 미치는 효과를 검증하고자 실시되었다. 연구에 참여한 대상은 C도 소재 초등학교 6학년 학습장애 학생 3명이었다. 연구자들이 제작한 나눗셈 전략 검사지를 이용하여 학생들의 전략 활용 능력을 측정하였으며, 나눗셈 과제 성취도와 자기효능감도 함게 검사하였다. 본 연구에서는 나눗셈 전략을 전략교수 8단계 과정을 통해 적용하였으며, 대상자간 중다 기초선 설계를 이용하여 전략 교수의 효과를 검증하였다. 연구결과, 학습장애 학생들이 나눗셈 전략을 완전 학습 할 수 있었으며, 전략 훈련이 나눗셈 과제 성취도와 자기효능감을 향상시킬 수 있는 것으로 나타났다. 또한 나눗셈 전략이 나눗셈뿐만 아니라 수학과의 다른 연산에도 파급되어 성취도를 향상시키는 데 기여할 수 있는지에 대해서 논의하였다.
The purpose of this study was to examine the effects of a Division Strategy Instruction in order to increase the achievements of division problem-solving and self-efficacy of elementary students with learning disabilities(LD). The subjects were three sixth graders with LD from C elementary school in Choongnam Province. For this purpose, the researchers modified the division strategy developed by Youn Ock Kim (2000). The research hired a multiple baseline design across subjects. This study employed multiple stages based on chunking the hierarchical tasks to help students with LD solve the various division problems. The researchers constructed the tests necessary for the stages. The self-efficacy test developed by Jeong Taek Hee was modified for this study. The results of this study were as follows. First, students with LD could master the Division Strategy through systematic and intensive instruction. Second, the subjects improved their division problem-solving achievements. Third, the Division Strategy instruction was effective to improve the level of self-efficacy of the subjects. These results were also consistent with the previous research on learning strategy instruction. Based upon these results, we conclude that learning strategy instruction for elementary students with LD in the area of mathematics should be employed in the elementary schools and that more research should investigate the effects of strategy instruction.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 Ⅵ. 결론 참고문헌 Abstract
