학술논문
시청각자료를 통한 기억력, 이해력, 유추력에 관한 실험연구 -구구단을 중심으로-
Experimental study on the ability to remember, understand, and conjecture using audiovisual materials -Based on the multiplication table-
Experimental study on the ability to remember, understand, and conjecture using audiovisual materials -Based on the multiplication table-
Document Type
Article
Author
Source
커뮤니케이션 디자인학연구 / Journal of Communication Design. Apr 30, 2014 47:84
Subject
Language
Korean
ISSN
1976-1562
Abstract
본 연구는 구구단을 통하여 개념을 이용한 이해력,기억력, 유추력을 조사하여 학업성취에 미치는 영향을 살펴보고자 하였다. 문제해결능력은 수학의 접근 태도에 따라 달랐다. 구구단은 초등 2학년 2학기에 처음소개되는 연산중의 하나이며 오랫동안 수학 교육에 중심이 되어 왔다. 수학교과서에서 곱셈은 중요하고 큰비중을 차지하고 있지만 현 교과서에서는 한 단원이며부분적으로 소개되어 있을 뿐만 아니라 2주 만에 개념과 원리를 알아야 하는 부담감을 학생들에게 주고 있다. 개념을 이해하고 외우는 경우와 수만을 가지고 외우는 경우에 따라 학습에 어떠한 영향을 미치며 학업성취력에는 어떠한 효과를 주는지 조사하였다. 먼저 초등학교 2학년을 대상으로 구구단을 외웠던 방법을 조사한 뒤 아직 구구단을 외우지 않은 초등학교 1학년을 대상으로 3번에 걸쳐서 테스트를 하였다. 개념의 이해, 암기력, 유추력으로 나누어서 7문항으로 구성하였으며, 테스트는 3학급에 단순한 암기와 암기를 위한재미있는 노래, 개념을 이해하는 플래시를 각 학급에 보여주었다. 또한 성별을 구분하여 재분석 해보고, 학급별 테스트 결과와 시각자료를 통해 남학생과 여학생에게서 다른 차이를 발견하였다. 먼저 외우고 후에 원리를 깨쳐야 하는 현 공부방식에서 시청각을 활용한구구단 암기는 학업성취와 원리개념을 이해하는데 수학적 연결성에도 밀접한 관계가 있음을 알 수 있었다.
This study attempts to investigate the abilities to remember, understand, and conjecture using the multiplication table and examine their impact on students’ academic achievements. The ability to solve problems differed according to the attitude taken when approaching mathematics. The multiplication table is arithmetic introduced during the second semester of second grade and has long been key to mathematics education. Multiplication is important and takes up a large share of mathematics textbooks, but it is dealt within only one chapter in the current textbook. Furthermore, students are burdened to understand its concept and principles within two weeks. This study investigates how memorizing the multiplication table by understanding the concepts behind or simply as numbers impacts students’ learning of such table as well as their academic achievements. First, the study investigated how second grade students memorized the multiplication table and conducted three tests on first grade students who had not yet memorized the table. The survey was composed of seven questions divided into conceptual understanding, ability to memorize, and ability to conjecture. For the tests, the use of flash cards that help understand the concepts of the table, fun songs that help memorization, and simple memorization were tested in three different classes, respectively. In addition, it classified those subject to the test by gender for a reanalysis. The tests showed different results by class. Male and female students also showed differences in learning through audiovisual materials. Foremost, the study showed how academic achievements and teaching the principles and concepts of multiplication, currently memorized first before learning the principles, impact the students’ learning of mathematics.
This study attempts to investigate the abilities to remember, understand, and conjecture using the multiplication table and examine their impact on students’ academic achievements. The ability to solve problems differed according to the attitude taken when approaching mathematics. The multiplication table is arithmetic introduced during the second semester of second grade and has long been key to mathematics education. Multiplication is important and takes up a large share of mathematics textbooks, but it is dealt within only one chapter in the current textbook. Furthermore, students are burdened to understand its concept and principles within two weeks. This study investigates how memorizing the multiplication table by understanding the concepts behind or simply as numbers impacts students’ learning of such table as well as their academic achievements. First, the study investigated how second grade students memorized the multiplication table and conducted three tests on first grade students who had not yet memorized the table. The survey was composed of seven questions divided into conceptual understanding, ability to memorize, and ability to conjecture. For the tests, the use of flash cards that help understand the concepts of the table, fun songs that help memorization, and simple memorization were tested in three different classes, respectively. In addition, it classified those subject to the test by gender for a reanalysis. The tests showed different results by class. Male and female students also showed differences in learning through audiovisual materials. Foremost, the study showed how academic achievements and teaching the principles and concepts of multiplication, currently memorized first before learning the principles, impact the students’ learning of mathematics.