Math story 프로그램을 활용한 수업이 수학적 창의성 및 수학적 흥미도에 미치는 영향 = The Effect of Classes Using the Math Story Program on Mathematical Creativity and Mathematical Interest

다국어 초록 (Multilingual Abstract)

Objectives This study was to enhance mathematical creativity and mathematical interest through the Math story program suitable for first-year high school classes. First, the purpose of this study based on the necessity of the above research is to create an environment to apply the Math story program. Second, the Math Stroy program was designed and applied. Third, it is to enhance students' mathematical creativity and mathematical interest by applying educational activities related to the Math story program activities to school classrooms.
Methods The researcher was working at 00 High School located in 00 Metropolitan City. The study was conducted on 56 students in two classes in the first grade of this school. Two classes were selected based on the results of the midterm exam in the second semester of the first grade. Class 1 was divided into experimental classes and class 1 was divided into control classes. The study period was from October 11 to December 12, 2022, and 13 classes were conducted for about 2 months. The experimental class (32 students) was taught using the Math story program, and the control class (32 students) was taught focusing on traditional textbooks and teacher guidance books. The experimental class and the control class conducted different learning activities, but the learning content and guidance content were taught at the same level.
Results In this study, the following results were obtained. First, in this study, the learning contents for each unit were first set and classes were conducted using the Math story program. By applying this to the class, mathematical creativity and mathematical interest could be enhanced. Second, classes using the Math story program were more effective in mathematical creativity and mathematical interest compared to traditional textbooks and teacher guidance-oriented classes for students in the upper, middle, and lower ranks. Third, in classes using the Math story program, low-ranking students, who have usually been ignored in math classes, also became interested in the class, showing improvement in mathematical creativity and mathematical interest.
Conclusions In conclusion, the experimental class taught using the Math story program was more effective in mathematical creativity and mathematical interest than the control class.