청각장애 아동의 덧뺄셈 수학문장제 해결능력 = Simple Arithmetic Word Problem Solving Ability of Children with Hearing Impairment

국문 초록 (Abstract)

본 연구는 청각장애 아동의 수학문장제 해결능력을 문제 해결과 문제 회상의 두 측면에서 알아보았다. 또한 문제 회상유형에 따른 문제 해결의 특성을 알아보기 위해 올바른 회상을 한 경우와 회상에서 오류를 보인 경우 문제 해결에서는 어떠한 특성을 보이는지 알아보았다. 마지막으로 해결 및 회상과 읽기능력간의 관계를 알아보았다. 기초학습기능검사에서 산수능력이 2학년 수준에 있는 청각장애 아동들을 대상으로 해결 및 회상과제와 읽기검사를 실시한 결과 청각장애 아동은 문제의 집합 간 논리적 관계를 이해하는 문제도식이 부족하기 때문에 문제 해결에 실패하였다. 따라서 청각장애 아동의 수학문장제 해결능력을 향상시키기 위해서는 문제 표상을 증진시키는 지도가 필요하며, 특히 문제에 대한 도식을 가질 수 있도록 지도하는 것이 필요하다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate simple arithmetic word problem solving ability of children with hearing impairment.
The subjects were twenty children with hearing impairment whose mathematic ability was evaluated to be at the level of second grade. They took the problem solving & recall task and the reading test.
The results are as follows. To begin with, the performance in the problem solving & recall task was scored highest for the combine types. The error in the problem solving task was most frequently occurred due to the wrong operation. The error in the problem recall task was most frequent in the type of nonsense recall. Second, the two variables of problem solving score and problem recall score were correlated and the relationship was statistically significant. The patterns of problem solving varied depending on the error types in problem recall tasks. Third, the reading ability was not significantly correlated with the problem solving & recall task.
In conclusion, the errors in problem solving & recall task is often appeared when children with hearing impairment don't have the problem schemata for understanding logical set relation. To improve hearing-impaired children's arithmetic word problem solving ability, schema-based instruction must be necessary.