메타인지 학습이 고등학생들의 수학학습에 미치는 영향

김가영 순천대학교 교육대학원 2014 국내석사

There are many students who spend much time on studying math but not all of them are good at math. It is important to have self-esteem to increase student's interests and positive attitudes for math. In other words, when students study math, they should recognize what they are doing and explain how they solve the math problem. For this, students need metacognitive learning to monitor their problem-solving process. This study intends to examine effects of the metacognitive learning which influence to students' problem solving abilities and mathematical beliefs. The participants of this study are two second grade students of high school. During participants' metacognitive learning, I collected data relate to their learning characteristics. Analyzing the data, I found the followings: First, students estimate the speed of answering more valuable than the process of answering, measure the quality of studying by physical time. Second, students can develop higher mathematical thinking using strategy that supplemented their weakness, which has positive effects on their problem solving abilities. Third, students are more engaged in metacognitive learning environment, and they have learning habit which help them to solve mathematical problem systematically.

SRN을 활용한 수업이 고등학생들의 수학 학습에 미치는 영향

김주연 순천대학교 2020 국내석사

In this study, we wanted to conduct classes using SRN as a learner-centered class strategy and see how it affected students' math learning attitudes, self-directed learning skills, and mathematical communication skills. In order to achieve this research objective, the following research problems were established. First, What were the students' reactions to SRN writing activities? Second, how does learning activities using SRN affect high school students' math learning attitudes, self-directed learning skills and mathematical communication skills? In order to solve these problems, data were collected from 83 second-year students attending specialized high schools located in small and medium-sized cities. To check what changes occur in students' math learning, a prior, post-test and a test of their satisfaction with learning math using SRN were conducted to confirm the following. First, classes using SRN drew positive responses from students in terms of understanding class content, reflection on math learning, support for math learning, and encouraging them to use SRN. Second, no major changes have emerged in terms of effectiveness in the areas of justice, such as self-confidence, will to study and interest. It has been confirmed that supplementation is necessary to ensure that SRN writing activities have a positive effect on the definition of students' confidence, willingness to learn, interest, etc. Third, the results of the pre- and post-test showed positive changes overall in mathematics learning attitudes, self-directed learning abilities and mathematical.

GeoGebra를 활용한 삼각함수의 극한 학습 과정에서 나타난 고등학생들의 학습 특성

공민숙 순천대학교 교육대학원 2014 국내석사

The purpose of this study is to analyze the learning characteristics of high school students in the teaching and learning process of trigonometric functions limit using GeoGebra and its influence on the affective domain of high school students For that purpose, six periods of activity sheets related to learning of trigonometric function's limit using GeoGebra were developed After three high school students performed inquiry learning using above activity sheets, the course of their learning progress and follow-up interviews data were analyzed. Consequently, the followings were confirmed. First, the students had the tendency to obtain the limits depending on intuitive and arbitrary judgments rather than mathematical properties or logical approach based on given data Second, the previous step of the reasoning process can be interfere with the reasoning of the next step Third, the learning of trigonometric functions' limits using GeoGebra helps to identify and correct the student's errors related to learning of the limits.Fourth, the learning of trigonometric functions' limits using GeoGebra is a positive impact on the affective domain of students.

교육용 계산기를 활용한 문제해결 과정에서 나타나는 중학생들의 추론 성향 분석

한주훈 순천대학교 교육대학원 2014 국내석사

The purpose of this study is to examine reasoning tendency of middle school students in the problem solving process using educational calculator. For that purpose, activity material was prepared in a form of narrative learning, and handed out to two middle school students. The course of completing the material by the participants were all recorded and used for analyzing the reasoning tendency of them. In addition, follow-up interviews were implemented in order to obtain additional information regarding the participants' reasoning, and the results were analyzed, connecting with the course of completing the material. Consequently, the followings were confirmed. First, the students had the tendency to stick to algebraic reasoning relying on memory, rather than geometric reasoning taking function graphs as geometric objects. Second, the students had the tendency of reasoning based on the concepts they didn't understand exactly. Third, learning function by using a calculator gives students an environment to facilitate mathematical connections. Fourth, the students showed the tendency of reasoning with relying on inaccurate external information in the course of function problem solving using educational calculator.

GeoGebra를 활용한 부등식 영역의 학습 과정에서 나타난 고등학생들의 학습 특성

노지혜 순천대학교 2015 국내석사

The objective of this study is to know how the teaching and learning of inequality area using Geogebra influences on students who are learning inequality area. For this purpose, we chose two study participants, proceeding experimental learning four consecutive times, and we found the following results from the analysis of the experiment. First, the learning of inequality area using Geogebra helped students correct errors they m ade related to the inequality area. Second, the learning of inequality area u sing Geogebra helped students understand the meaning of inequality area. Third, the learning of inequa lity area using Geogebra gave students the opportunities to recognize the prerequisite to learn inequality area.Finally, the learning of inequalityarea using Geogebra provid ed positive influences on aff ective domain for students.

GeoGebra를 활용한 자유학기제 수학과 선택효루 7램 개발 및 적용

서동은 순천대학교 대학원 2015 국내석사

본 연구는 GeoGebra 를 활용한 자유학기제 수학과 선택프로그램을 개발 하고 적용해봄으로써 학생들에게 나타나는 학습특성과 프로그램 적용 효과 를 알아보는데 그 목적이 있다. 이러한 연구 목적을 위해 다읍과 같은 연구 문제를 섣정하였다. 1. GeoGebra 를 활용한 자유학기제 수학과 선택프로그램은 어떻게 개발 되는가? 2. GeoGebra 를 활용한 자유학기제 수학과 선택프로그램에서 중학생틀 은 어떤 학습특성을 나타내는가? 이를 위해 5차시의 활동지를 개발하여 자유학기제를 시범 운영하는 중학 교의 선택프로그램에 참여하는 1학년 학생틀을 대상으로 GeoGebra 를 활 용한 탐구학습을 진행하였다. 학생들의 학습 과정, 활동지 자료, 면담 자료 등을 분석하여 다음을 확인하였다. 첫째, 학생들은 이미 학습한 내용과 관련된 탐구활동에서 기존의 학습 결 과에 의존하는 경향이 었다. 둘째, 이 연구에서 개발된 활동지를 활용한 탐구학습은 학생들의 학습과 정에서 나타냐는 습성을 파악하는데 도움을 준다. 셋째, GeoGebra 를 활용한 학습 환경은 지필환경에서 제공하지 못하는 탐구활동을 가능케 한다. 넷째, GeoGebra 를 활용한 학습은 학생들의 오류를 확인하고 교정하거나 추론(일반화 시키기) 학습을 하는데 도움을 준다.

GSP를 활용한 작도과정에서 나타나는 중학생들의 추론 성향 분석

최진영 순천대학교 교육대학원 2013 국내석사

The purpose of this study is to investigate middle school students' reasoning disposition in construction processing using GSP. To do this, we selected three middle students as participants of this study and developed tasks relate to construction. And we recorded all the process which participants performed the tasks. Analyzing recorded materials, we found the followings: First, students tended to depending on memory without focus on the logical causality in construction process using GSP. Second, students tried partial creative reasoning but did not provide mathematical evidences to support it in construction process using GSP. Third, students tended to depending on guess to start construction rather than inquiring the structure of the figures of tasks in construction process using GSP. Forth, inquiring the construction process using GSP provides an opportunity to students to recognize clearly the prerequisites of construction.

스마트폰을 활용한 수학 토론학습이 중학생들에게 미치는 영향

채재선 순천대학교 교육대학원 2013 국내석사

2009 national curriculum of Korea and NCTM(2000) emphasized learning mathematics through discussion as a way to promote students' communication ability. However, it is not easy to have good communication opportunities through discussion in the general mathematics classroom. With this viewpoint, we investigated the effects of mathematical learning through discussion using a smart phone after school on middle school students' interest, attitude, mathematical representation ability. To do this, we encouraged middle school students do learning mathematics through discussion about various mathematical topics using a smart phone after school. By analyzing the data collected in this process, we found the followings. First, due to the usage of smart phones during their mathematical discussion, students have a positive changes in their attitude and interest regarding participation. Second, using smart phones can enable students to communicate their needs freely and variety during mathematical discussion, and it is helpful to facilitate mathematical communication. Third, mathematical discussion using smart phone after school provides environment in which personal discussion or counselling among teacher and students are possible. Fourth, although there are many positives to allowing the usage of smart phones in mathematical discussion, it may be difficult for the teacher to maintain full attention and concentration of the students towards learning mathematics.

통계단원에서 스토리텔링형 탐구학습 방법 탐색

박정선 순천대학교 교육대학원 2015 국내석사

The purpose of this thesis is to develop storyte11ing type inquiry program for middle school statistics unit and toanalyze middle school students’ learning characteristics that can be identified during they perform the program. For this , I develop storyte11ing type inquiry program for middle school statistics unit after review of literatures and textbooks. And then Iadvanced the program for three middle school students as participants for 6classes . I recorded and videotaped a11 of the process and collected students' worksheets. Also I co11ected quantitative data through disposition test instrument. After analysis of the data ,I found the followings: First , through the storytelling type inquiry program , participants understood the connection of statistics concepts , communicated mathematically and reflected their thinking process. Second ,participants recognized the necessity ,merits and demerits of statistics concepts . Third , mathematics learning with artificial data can not guarantee middle school students' understanding of mathematical concepts and application to real world situation. Forth , the program change positively middle school students' disposition about mathematics but can not change their learning attitude about mathematics.

GeoGebra를 활용한 함수적 표상 사이의 연결성 지도

이효경 순천대학교 교육대학원 2016 국내석사

The purpose of this study is to find out that the teaching and learning process of function using GeoGebra have an effect on the understanding of the connectivity between the functional representation and its influence on the affective domain of middle school students. For that purpose, four periods of activity sheets related to learning of function using GeoGebra were developed. After two middle school students performed inquiry learning using above activity sheets, the course of their learning process and follow-up interviews data were analyzed. From this, the followings were identified. First, students should regard their own problem-solving process as self- reflection with the belief that the results of GeoGebra is done correctly. Second, in GeoGebra environment, learning is done ‘from results to principles’, while ‘from principles to results’ in the paper-based environment, Third, the learning of function using GeoGebra helps students to understand the connectivity between functional representations students. Fourth, the learning of function concept using GeoGebra has a positive impact on the affective domain of students.