전략적 정교화 교수방법이 수학 문장식 문제해결에 미치는 효과 = The Effect of Strategic Elaboration Instruction on Mathematical Word Problems

다국어 초록 (Multilingual Abstract)

This study investigated the effects of strategic schema based on the instruction of mathematical word problems. Three instructional methods (schema based instruction, schema based elaboration instruction and general strategy instruction) were compared in relation to mathematical problems with 72 fifth grade elementary school children. This experiment was designed to be conducted using two between factors, across three instructional and three ability groups, and with two within factors (two problem types, over four sessions). For each instructional group, three ability groups, which were divided in terms of mathematical ability, were included. The two types of problems were ratio and comparison problems, and instructions for three groups were given over four sessions. The results were analyzed using a repeated measure 3X3X2X4 MANCOVA. The results were as follows. First, the main effects for instructional groups and sessions, and interaction effects between instructional group and sessions were statistically significant. The schema based elaboration group performed significantly better than the other groups. Each group's performance increased from the pretest to the posttest. The performances of the groups on the posttest were statistically different, especially that of the schema based elaboration group. The schema based elaboration group performed significantly better than the other groups in session 3 and 4. The schema based instruction group performed significantly better than the general strategy group in session 2, 3 and 4 with comparison word problems. These results were interpreted according to the differences in terms of information processing.

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