서술형 문제를 활용한 형성평가가 수학적 학습태도 및 학업성취도에 미치는 영향

안종수,An, Jong Su 영남수학회 2021 East Asian mathematical journal Vol.37 No.2

The purpose of this study was to improve academic achievement and mathematics learning attitudes in the formative assessment using descriptive problems as an effective teaching method. In this paper we set the following research questions. First, how would you improve students' academic achievement utilizing descriptive evaluation? Second, how would improve students' mathematics learning attitudes utilizing descriptive evaluation? Third, what was the reaction utilizing the descriptive method to evaluate? The result of this study could be seen as follows. The experimental group than the control group on academic achievement shows a significant improvement. Second, the experimental group compared to the control group in mathematics learning attitude changes could be helpful and appreciated. Third, experimental group than in the control group indicates significance could be seen in the reaction.

ARCS 모형을 적용한 수업이 학습동기 및 수학적 성향에 미치는 효과

안종수(An Jong Su) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.21

In this study, we developed the teaching and learning materials by considering the learner s level based on ARCS model which was a learning motivation model. And we also manufactured teaching and learning models utilized effectively in class. After it was applied for two to three months in an actual class of students, we analysed the improvement on the positive attitudes toward mathematics. The particular problems of interest in this research were as follows: First, we considered how we would develop the teaching and learning materials following ARCS model. Second, we considered how we would use teaching and learning models in order to effectively use teaching and learning resources. Third, how we would apply the model to the actual class of manufactured teaching and learning material in order to improve the positive attitudes about mathematics? The results of the study showed that the lessons using the ARCS model had a positive effect on the learning motivation and the mathematical disposition of the learners. In this study, students reactions were divided into negative responses and positive responses. Generally, it showed a positive response. However, there were negative reactions from some students.

팀 게임 토너먼트 수정 모형 적용 수업이 수학적 흥미도 및 학업성취도에 미치는 영향

안종수(An Jong Su) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.13

The purpose of this research was to create a confident and interesting curriculum in math through improved the students interest in mathematics and academic achievement by applying the teams games tournaments correction model. Specific objects of the research for these were as follow. First, how we developed the mathematical learning resources such as enjoyment material, team learning material, and cooperative learning material to utilize within the teams games tournaments correction model. Second, how we improved the academic achievement of students and also their interest in mathematics by applying learning materials in the teams games tournaments correction model. In order to promote the objective of this study, we set up the problems as follow. First, does the groups of teams games tournaments correction model look significantly different in he students interest in mathematics when compared with groups following the expository teaching centered in the textbook? Second, does the groups of teams games tournaments correction model look significantly different in academic achievement of students when compared with groups following the expository teaching centered in the textbook? In conclusion, the groups of teams games tournaments correction model significantly increased the interest in mathematics and academic achievement when compared with groups following the expository teaching centered in the textbook.

현대사회의 문제와 유학의 대안

안종수(Ahn, Jong-Su) 대한철학회 2002 哲學硏究 Vol.83 No.-

또래학습멘토링을 적용한 수준별 수업이 수학적 신념 및 학업성취도에 미치는 영향

안종수(An Jong Su) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.6

The main point of this study, for each part of high school mathematics, was to verify via peer learning mentoring program utilizing the differentiated learning materials in the establishment of students mathematical beliefs and academic achievement. In order to establish the main point, we surveyed an experimental class. And we analysedthe students changes in those aspects after peer learning mentoring program utilizing the differentiated learning materials. Therefore, in this paper, I wanted to solve the practical questions that follow. First, did peer learning mentoring program utilizing the differentiated learning materials have a positive effect on students mathematical beliefs? Second, was it effective to peer learning mentoring program utilizing the differentiated learning materials to improve students academic achievement? Finally, what was the reaction of peer learning mentoring program utilizing the differentiated learning materials for students? In conclusion of the experiment, we knew that peer learning mentoring program utilizing the differentiated learning materials made some important changes on the students improvement in mathematical beliefs and academic achievement.

서술형 답안 오류 분석 수업이 수학 학습에 미치는 영향

안종수(An Jong Su) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.2

In this paper, I attempted to verify the utilization of error analysis of descriptive answer in the formation of students mathematical attitudes and academic achievement. For this purpose we constructed an experimental group and then analysed the students change in those aspects after mathematical instruction utilizing error analysis of descriptive answer. We would study on the following issues. First, how could you utilize error analysis of descriptive answer in mathematics classes to improve mathematics attitudes. Second, how would using error analysis of descriptive answer improve academic achievement? Finally, what effects would utilizing error analysis of descriptive answer worksheet have? Results of this study were as follows. First, comparing the experimental group to the comparative group in mathematics attitudes changes could be helpful and appreciated. And the experimental group show a significant improvement over the comparative group on academic achievement. Finally, the effects could be seen in the experimental group when compared to the comparative group.

스마트 수학 프로그램을 적용한 STEAM 교육이 수학적 신념과 학습태도에 미치는 효과

안종수(An Jong Su) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.17

In this paper, we would verify the utilization of STEAM education through smart mathematical program in the formation of students mathematical beliefs and attitudes. For this purpose, we organized an experimental class. And then we analysed the students response after utilizing STEAM education through smart mathematical program. In this experiment, we knew that utilizing STEAM education through smart mathematical program made some significant changes on the students mathematical beliefs and attitudes. Hence, in this study, I would like to solve the particular problems that follow. First, was it effective to utilize STEAM education through smart mathematical program to improve students mathematical beliefs? Second, does utilizing the STEAM education through smart mathematical program have a positive impact on students mathematical attitudes? Third, what was the reaction of utilizing the STEAM education through smart mathematical program for students?

수학과 스토리텔링을 적용한 수업이 고등학생의 수학 학업성취도와 수업 흥미도 및 수학 관련 태도에 미치는 영향

안종수(Jong Su An) 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.5

능력별 소집단 협동학습이 수학 학업성취도와 흥미도 및 수학적 태도에 미치는 효과

안종수(Jong Su An) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.14

목적 본 연구는 학생들이 능력별 소집단 협동학습을 통하여 학생들의 수학 학습에 대한 학업성취도와 흥미도 및 수학적 태도를 향상시키는 방안을 모색하는데 그 목적이 있다. 방법 00인문계 고등학교 1학년 2개반 56명을 대상으로 하여 연구하였다. 00고등학교는 00광역시에 위치하고 있다. 1학년 1학기 중간고사 성적을 참작하여 2개 반을 선정하였다. 1반을 실험집단으로 다른 1반을 비교집단으로 나누었다. 2022년 4월 29일부터 7월 9일 까지 약 2개월간 실시하여 13차시 수업을 하였다. 실험집단(28명)은 능력별 소집단 협동학습으로 수업한 반이고 비교집단(28명)은 설명식 위주의 전통적인 교과서를 바탕으로 수업을 한 반이다. 결과 본 연구를 통하여 다음과 같은 결과를 얻었다. 첫째, 본 연구에서는 단원별 학습내용을 설정하고 능력별 소집단 협동학습에 활동지를 활용하였다. 이를 수업에 적용함으로써 학업성취도와 흥미도 및 수학적 태도를 신장시킬 수 있었다. 둘째, 능력별 소집단 협동학습을 활용한 수업이 상위권, 중위권, 하위권 학생들에게 서술형 위주의 전통적인 교과서를 바탕으로 한 수업과 비교하여 볼 때 학업성취도와 흥미도 및 수학적 태도에 더 효과가 있었다. 셋째, 능력별 소집단 협동학습을 활용한 수업에서는 일반적인 수학 수업에서 제외되는 하위권 학생에게도 흥미를 가지게 되어 활발히 참가하여 학업성취도의 수준을 향상하는데 효과를 보였다. 결론 결론적으로 능력별 소집단 협동학습으로 수업한 실험집단은 비교집단보다 학업성취도와 흥미도 및 수학적 태도에 유의미한 차이가 있었다. Objectives The purpose of this study was to find ways for students to improve their overall mathematics achievement, interest, and mathematical attitude toward math learning through small group cooperative learning by ability. Methods The study was conducted on 58 students in 2 classes in the 2nd grade of 00 Humanities High School. OO High School is located in OO Metropolitan City. Two classes were selected based on the results of the midterm exam in the first semester of the first grade. Class 1 was divided into an experimental group and another class 1 was divided into a comparative group. From April 29 to July 9, 2022, 13 classes were conducted for about 2 months. The experimental group (33 students) was a class that was taught by cooperative learning of small groups by ability, and the comparative group (33 students) was a class that was taught based on traditional textbooks centered on explanatory expressions. Results Through this study, the following results were obtained. First, in this study, learning contents for each unit were set and activity papers were used for small group cooperative learning by ability. By applying this to the class, it was possible to improve mathematics achievement, interest, and mathematical attitude. Second, classes using small group cooperative learning by ability were more effective in mathematics achievement, interest, and mathematical attitude compared to traditional textbook-oriented classes centered on narrative for top, middle, and bottom students. Third, in classes using small group cooperative learning by ability, they were also interested in lower-level students excluded from general mathematics classes, and actively participated and improved the level of mathematics achievement. Conclusions In conclusion, the experimental group that used small group cooperative learning by ability had significant differences in mathematics achievement, interest, and mathematical attitude than the comparative group.

창의.인성 프로그램을 적용한 수업이 수학적 창의성과 인성에 미치는 영향

안종수(An, Jong Su) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.1

목적 본 연구의 구체적인 목적은 다음과 같다. 첫째, 배려로 창의⋅인성 역량을 증진하여 수학적 창의성과 인성 역량인 성실, 자신감, 성취동기, 협동을 키운다. 둘째, 나눔으로 창의⋅인성 역량을 증진하여 수학적 창의성과 인성 역량인 지혜, 배려⋅소통, 공감, 일관성을 키운다. 셋째, 실천으로 창의⋅인성 역량을 증진하여 수학적 창의성과 인성 역량인 자기표현, 사회성, 공동체 의식, 열정을 키운다. 방법 00 시에 소재하는 00 고등학교 2학년 2개 반 54명을 대상으로 하여 연구하였다. 2학년 1학기 기말고사 성적을 바탕으로 하여 2개 반을 선발하여 1반을 실험군으로 다른 1반을 통제군으로 나누어 2019년 8월 16일부터 12월 15일까지 약 4개월간 14차시 수업을 실시하였다. 실험군(27명)은 창의⋅인성 프로그램을 적용한 수업을 하였고 통제군(27명)은 교과서 중심의 일반적인 학습자 중심의 수업을 한 반이다. 다음과 같은 연구 문제를 설정하였다. 첫째, 창의⋅인성 프로그램을 적용한 수업을 실시하였을 때 나타나는 학생들의 반응은 어떠한가? 둘째, 창의⋅인성 프로그램을 적용한 수업이 수학적 창의성에 미치는 영향은 어떠한가? 셋째, 창의⋅인성 프로그램을 적용한 수업이 수학적 인성에 미치는 영향은 어떠한가? 이다. 결과 본 연구의 결과는 다음과 같이 얻었다. 첫째 배려로 실험군에서 수학적 창의성과 인성 역량인 성실, 자신감, 성취동기, 협동이 신장 되었다. 둘째, 나눔으로 실험군에서 수학적 창의성과 인성 역량인 지혜, 배려⋅소통, 공감, 일관성이 신장 되었다. 셋째, 실천으로 실험군에서 수학적 창의성과 인성 역량인 자기표현, 사회성, 공동체 의식, 열정이 신장 되었다. 결론 본 연구의 결론은 단원별 필수 학습 내용을 설정하고 창의⋅인성 프로그램을 적용한 수업으로 수학적 창의성과 인성을 신장시킬 수 있었다. Objectives The specific objectives of this study were as follows. First, by promoting creativity and personality competencies through consideration, mathematical creativity and personality competencies such as sincerity, confidence, achievement motivation and cooperation were nurtured. Second, by promoting creativity and personality competencies through sharing, mathematical creativity and personality competencies such as wisdom, consideration, communication, empathy, and consistency were nurtured. Third, by promoting creativity and personality competencies through practice, mathematical creativity and personality capabilities such as self-expression, sociality, community consciousness, and passion were nurtured. Methods This study was conducted with 54 students in 2 classes of 00 High School located in 00 City. Based on the results of the final exams in the first semester of the second year, two classes were selected, the first class was divided into an experimental group and the other class was divided into a control group, and 14 classes were conducted for about 4 months from August 16 to December 15, 2019. The experimental group (27 people) gave a class that provided various learning by applying the creative and personality math education program, and the control group (27 people) took a class based on the traditional explanatory style. Results The results of this study were obtained as follows. First, due to consideration, mathematical creativity and personality competencies such as sincerity, confidence, achievement motivation and cooperation were enhanced in the experimental group. Second, through sharing, mathematical creativity and personality skills such as wisdom, consideration, communication, empathy, and consistency were enhanced in the experimental group. Third, in the experimental group, self-expression, sociality, community consciousness, and passion, which were mathematical creativity and personality competencies were enhanced in the experimental group. Conclusions The conclusion of this study was that it was possible to increase mathematical creativity and personality by setting the required learning contents for each unit and providing various learning by applying the creative and personality program.