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동료 멘토링 수학 수업에서 학생의 수학적 인성 및 수학 학업성취도 분석
배경준 ( Bae Kyung Joon ),박만구 ( Park Mangoo ) 한국수학교육학회 2016 初等 數學敎育 Vol.19 No.4
<div style="display:none">fiogf49gjkf0d</div><div style="display:none">fiogf49gjkf0d</div><div style="display:none">fiogf49gjkf0d</div><div style="display:none">fiogf49gjkf0d</div><div style="display:none">fiogf49gjkf0d</div><div style="display:none">fiogf49gjkf0d</div><div style="display:none">fiogf49gjkf0d</div> This study was to investigate the effects of peer mentoring on students` mathematical characters and mathematics achievements in mathematics class. The participants were twenty four 6th grade elementary students at the S school in Sungbuk-Gu, Seoul, Korea. They were divided into 4 groups according to the combination of groups. The researchers analyzed the experimental group and the control group with covariances on the sub-factors of the mathematical characters such as respect, caring, sharing, and openness. However, there were no statistically significant changes. However, with the help of the two analyses on the mathematical logs and the worksheets which had been carried out in advance by the quantitative and qualitative research methods, the researchers investigated how the peer mentoring-applied instructions would change the mathematical characters for each sub-factor in detail. In conclusion, the peer mentoring-applied instructions makes a positive contribution to the students` mathematical character and mathematical academic achievements. We suggest that peer mentoring in mathematics lessons should be adopted in various mathematical ability levels of students.
ScienceON
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