교차지원에 따른 수학불안에 대한 연구

다국어 초록 (Multilingual Abstract)

Many Korean universities take crossed-application admission system.
Under such admission system, students who are in lack of basic knowledges of mathematics may be admitted to some colleges requiring suitable mathematical training such as college of sciences or engineering.
Such students may be expected to have a great deal of difficulties in studying mathematics in the university. To cope with it, a number Korean universities provide pre-calculus courses for them.

In this thesis we are interested in math anxiety caused by mathematical incompetence. More concretely speaking, we investigate following problems;

Is there any notable difference between math-anxiety of students who should join the pre-calculus classes and that of students with relatively better mathematical training in two major area of math-anxiety;
1. mathematical activity in daily life,
2. test-anxiety
Finally, we investigate correlation of math-anxieties caused by negative mind on numbers and prejudice on mathematical thoughts for both groups of students.

Using modified questionaires of Suinn’s MARS-A, a survey is conducted on freshmen of Pukyong National University including 153 students (Group A) who mandatorily join pre-calculus classes.

After going through statistical treatment of data via SPSS, we have following consequences :

1. There is no significant differences in math-anxiety of both groups caused by mathematical activity in daily life. In other words, some students with relatively good mathematical backgrounds also feel uncomfortable with application of mathematics to problems in real life.

2. Both groups of students show test anxiety. Although its not much serious difference, students in Group A show slightly higher math-anxiety.
   
3. There is a quantity correlation between math anxiety in daily life and math anxiety caused by negative factors. For example, in daily life people might feel math anxiety by lack of confidence or negative prejudice when they think about their pension and retirement money or try to calculate how much money they have to save.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 3
• 3. 연구의 제한점 4
• Ⅱ. 이론적 배경 5
• 1. 계열 교차지원 5
• 가. 제7차 교육과정에서의 교차지원 5
• 나. 2009개정교육과정에서의 교차지원 6
• 다. 교차지원의 문제점 6
• 라. 관련 보도자료 8
• 2. 수학불안 11
• 가. 수학불안의 정의 11
• 나. 수학불안 요인 13
• Ⅲ. 연구방법 및 절차 18
• 1. 연구대상 18
• 2. 검사 도구 19
• 3. 자료수집 20
• 가. 검사의 실시 20
• 나. 자료의 분석 20
• Ⅳ. 연구 결과 21
• 1. 수학불안 요인 분석 21
• 가. 응시자별 수학불안 요인 분석 22
• 나. 시험불안요인에 대한 비교 24
• 다. 일상생활 수학불안과 부정적 요인에 의한 수학불안 요인의 비교분석 26
• Ⅴ. 결론 37
• 요약 및 결론 37
• Ⅵ. 참고문헌 41
• 부 록 43