Earticle

Purpose: This study attempted to collect basic data to improve the basic repair ability of university freshmen in a world where the usage of advanced medical devices related to computer programs is now common. Methods: The collected data from 280 university freshmen enrolled in nursing, dental, and health degrees or computer and engineering degrees at K university of Gangwon-do were analyzed using the t-test, ANOVA, correlation analysis, and linear regression analysis using the IBM SPSS Statistics ver. 21.0 (IBM). Results: The mathematical learning status and the detailed factors of basic mathematical ability had a positive (+) correlation. The factors of basic mathematical ability, psychology of learning (p<0.001), method of learning (p<0.001), and propensity to learn (p<0.05) were found to be statistically significant, and the model’s explanatory power was 40.0%. Conclusion: As a result of this study and considering that advanced medical devices such as computer-aided design/computer-aided manufacturing and three-dimensional printers are becoming more common and up-to-date in clinical settings, it is determined that nursing and dental health students require education to improve their repair skills.

The aim of this study is to investigate the relationship between the object ability, basic movement ability, and mathematical ability of young children. Next, through this study, the influence of young children’s object manipulation ability and basic movement ability on mathematical ability was investigated. The subjects of this study were 80 children aged 5 years old. As a research tool, the non-mobile movement and mobile movement, the basic movement development test scale, and the young children’s picture-mathematical ability test scale were used. This survey was conducted from October 2018 to January 2019. For data analysis, correlation analysis and hierarchical multiple regression analysis were performed using the spss program. As a result of the study, it was found that there was a significant positive correlation between the non-mobile ability, movement ability, object manipulation ability and mathematical ability of young children. It was found that young children’s ability to manipulate objects and non-movement abilities had positive effect on their mathematical abilities. The movement ability of young children had both negative and positive effects on mathematical ability, but it was not found to be statistically significant. This study is meaningful in that it investigated the effects of non-mobile movement, mobile movement ability, and object manipulation ability, which are sub-capabilities of basic movement ability, which had not been investigated so far, on the mathematical ability of young children.

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

수학적 사고력이 학생 스스로 문제를 해결하는 과정에서 가장 발달한다는 주장과 함께 이를 구현하는 방법론에 대한 연구도 꾸준히 이루어져왔다. 최근에 그 방법론으로 몰입적인 사고를 통한 학생의 학습 방법이 제안되었다. 이에 본 연구에서는 몰입적인 사고를 적용하여 학생들이 스스로 수학문제를 해결해 나갈 수 있는지를 알아보았다. 연구는 고등학교 교과과정인 미적분에 대한 선행학습을 하지 않은 중학교 3학년 학생들 10명을 대상으로 몰입적 사고를 통해서 학생 스스로 미적분 문제를 해결할 수 있는지와 그 과정에서 학생이 경험하는 수학학습 성취에 대한 탐구로 진행되었다. 학생들은 주어진 미적분 문제를 3일 동안 몰입적 사고를 적용하여 풀었다. 그 결과 2명이 스스로 해결하였고 7명이 힌트를 받고 해결하였다. 연구 결과 상당수의 학생이 장시간의 몰입적인 사고를 통하여 배우지 않은 문제들을 스스로의 능력으로 해결할 수 있음을 알게 되었다. 이 과정에서 학생들의 수학적 사고력이 발달되었고 학생들은 수학하는 즐거움과 성취감을 경험했을 것으로 기대되었다. 본 연구 결과는 몰입적 사고를 도입함으로써 교실에서 학생들 스스로 문제를 푸는 교수법의 개발에 하나의 가능성을 제시하였다고 볼 수 있으며 몰입을 통한 훈련으로 수학적 사고력 발달을 통한 실제 문제해결력에도 기여할 수 있음을 시사하고 있다.

The discovery method is known to be the most effective in improving students' mathematical thinking. Recently, the long-term slow thinking(LST) is suggested as a possible method to implement the discovery method into the real classroom. In this concept, we examined whether students can solve such a problem, as appears to be beyond their ability, by themselves(LST) or not. 10 middle school students of the ninth grade were selected for the study, who had no previous experience on the infinite concept of calculus of the high school course. They had tried to solve a problem about the calculus by their LST for three days. Two of students solved the problem by themselves and seven of students solved it with help of hints. This result shows that if students are given the opportunity of LST for rather difficult mathematical problem with appropriate guidance of a teacher, they might solve it by themselves. That is, LST could be a possible method for implementation of the discovery

본 연구에서는 이공계열 학과에 입학하는 학생들의 수학기초학력의 변화에 영향을 주는 수학과교육과정과 대학수학능력시험의 변화에 대해 살펴보고, 이공계열 1학년 학생들이 이수하는 기초교양수학의 교육 내용과 비교⋅분석하여 기초교양수학의 개선 방안을 제시하였다. 우리나라는 수학과 교육과정이 개정될 때마다 교육 내용의 적정화를 위해 이전 교육과정에서 다루던 내용을 삭제하거나 약화하고, 대학수학능력시험에서 이공계열 학생들에게 필요한 ‘미적분’과 ‘기하’를 선택하도록 하고 있어 수학기초학력이 저하되어 대학교 1학년에서 배우는 기초교양수학을 이수하는 데 어려움을 겪는다. 이를 해결하기 위해 수학과 교육과정을 분석하여 삭제되었거나 약화된 내용을 대학의 기초교양수학에 포함시키고, 학생들의 수학기초학력을 파악하여 기초교양수학을 수준별로 운영하거나 기초수학의 운영이 필요하다. 아울러 수학과 교육과정 개정 및 대학수학능력시험 개편 시 대학에서 기초교양수학을 담당하는 교수자들의 의견을 충분히 반영하여 기초교양수학을 이수하기 위해 필요한 핵심적인 요소의 변화를 최소화하고, 대학의 기초교양수학의 교육과정 개발 및 운영을 위해 국가적인 차원에서 정책적으로 지원할 필요가있다.

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.

본 연구에서는 교양수학의 효율적인 운영과 개선 방안을 알아보기 위해 이공계열 1학년 학생들이갖추어야 할 수학기초학력의 기본이 되는 필수 요소를 바탕으로 설문을 실시하고, 이공계열 1학년학생들의 수학기초학력에 대한 인식과 수학기초학력의 향상을 위한 프로그램이 무엇인지를 조사하였다. 그 결과, 이공계열 1학년 학생들은 기초교양수학을 이수하는 데 가장 필요한 교과목으로 <미적분>이라고 인식하고 있고, <기하>는 이해도와 필요성에서 편차가 가장 크게 나타났다. 이는 기초교양수학을이수하는 데 <기하>가 수학기초학력으로 필요하나 이해도에서 가장 낮은 점수를 보여 대학의 교양수학에서 <기하>에 관련된 교육에 더 많은 관심을 가질 필요가 있다. 또한, 이공계열 학생들은 수학기초학력향상에 필요한 프로그램으로 학점을 인정하는 교과목을 선호하고, 학점이 있는 교과목에서는 대면수업을, 학점이 없는 프로그램에서는 온라인 수업을 선호하며, 고등학교 수학 내용을 바탕으로 개설된기초수학과 같은 프로그램에 대해 매우 필요하다고 인식하는 것으로 나타났다.

This study conducted a survey based on the essential components of basic mathematical ability that first-year science and engineering students should possess, in order to identify effective approaches to managing and improving basic general mathematics courses. The survey investigated first-year science and engineering students’ perceptions of basic mathematical ability and the types of programs needed to enhance it. The results revealed that first-year science and engineering students perceived Calculus as the most essential subject for completing basic general mathematics, while Geometry showed the greatest variance in both comprehension and perceived necessity. This finding suggests that although Geometry is recognized as a necessary component of basic mathematical ability for completing basic general mathematics courses, it received the lowest comprehension scores, indicating that greater attention should be given to geometry-related instruction in university-level general mathematics. In addition, science and engineering students preferred credit-bearing courses as the programs most needed for improving basic mathematical ability. Among credit-bearing courses, they favored in-person instruction, whereas for non-credit programs, they preferred online instruction. Students also reported a strong perceived need for foundational mathematics programs, such as basic mathematics courses built upon high school mathematics content.

본 연구의 목적은 베트남판-기초수학능력검사를 개발하여 베트남 유․아동의 기초수학능력수준을 진단함과 동시에 기초수학능력이 부진한 유․아동을 조기에 선별하여 적절한 교육적 중재를 위한 기초정보를 제공하는데 있다. 본 연구목적을 달성하기 위한 구체적인 연구문제는 베트남판-기초수학능력검사의 시안 개발, 문항양호도 및 검사의 신뢰도와 타당도를 조사하는 것이다. 본 연구의 참여자는 베트남 호치민시에 소재한 유치원 및 초등학교에 재학하고 있는 4세-8세에 해당하는 252명의 유․아동이다. 베트남판 기초수학능력검사 시안 개발은 문헌고찰, 전문가 검토, 예비검사에 의하였으며, 베트남판 기초수학능력검사의 최종문항에 대한 문항양호도는 문항-총점상관, 문항 제거 시 Cronbach의 α계수, 문항난이도, 문항변별도에 의해 조사하였다. 베트남판 기초수학능력검사의 신뢰도는 검사-재검사 신뢰도와 문항내적합치도를 조사하였고, 타당도는 하위 영역(문항) 간 상관과 내용타당도로 조사하였다. 연구결과 베트남판-기초수학능력검사의 문항양호도는 적절하였으며, 검사의 신뢰도와 타당도도 높게 나왔다. 본 연구결과에 의거하여 베트남판-기초수학능력검사의 문항양호도와 검사의 신뢰도 및 타당도를 좀 더 높이는 방안에 대해 논의하였다.

This Study is intended to provide some basic information for an appropriate educational intervention by selecting some toddlers and children whose basic mathematical skills are poor as well as diagnosing the levels of basic mathematical skills of the Vietnamese toddlers and children by developing a Vietnam Version of Basic Mathematical Ability Test. The specific study questions for achieving those study purposes mentioned above are as follows. First study question is to develop a draft of Vietnam-version basic mathematical ability test, Second study question is to examine the Item Goodness of Vietnam-version basic mathematical ability test. Third study question is to examine the Reliability of Vietnam-version basic mathematical ability test. Forth study question is to examine the validity of Vietnam-version basic mathematical ability test. The participants in this Study were 252 toddlers and children in total in the age bracket from 4 to 8 years old who are in some preschools and elementary schools located in Ho Chi Minh City, Vietnam. A draft proposal for a Vietnam Version of Basic Mathematical Ability Test was developed through literature review, the reviews by some experts, pilot-test. The Item Goodness of the Vietnam Version of Basic Mathematical Ability Test hat was finally selected was surveyed by using the correlation coefficient between the items and the total score, Cronbach’s α if Item Deleted, the Item Difficulty and the Item Discrimination. The reliability of the Vietnam Version of Basic Mathematical Ability Test was surveyed by finding out the test-retest reliability while using the Pearson Correlation Coefficient and by finding out the Item Internal Consistency while using the Cronbach’s α. As the results from a study, it was found that the Item Goodness of the Vietnam Version of Basic Mathematical Ability Test was appropriate and the reliability and validity of the test were high enough. Based on this Study, it was discussed how to enhance more the Item Goodness of the Vietnam Version of Basic Mathematical Ability Test and the Reliability and Validity of the Test.

이 연구는 몬테소리 수 교육 프로그램이 만5세 유아의 경제개념, 소비행동, 수 연산 능력 증진에 효과가 있는지 살펴보아 몬테소리 수 교육 프로그램이 유아를 위한 경제교육의 한 방법이 될 수 있음을 밝히고자 하는데 그 목적이 있다. 이 연구의 대상은 대구시에 위치한 몬테소리 수 교육프로그램을 실시한 A 유치원 만5세반 25명과 생활 주제에 따른 프로젝트 활동으로 통합교육을 실시한 B 유치원 25명을 연구 대상으로 하였다. 유아의 경제개념을 측정하기 위하여 여수영(2004), 유아의 소비행동을 측정하기 위하여 변길희(2006), 수 연산 능력을 측정하기 위하여 김유정(2003)이 사용한 측정 도구를 사용하였다. 실험처치는 2011년 5월 2일부터 6월 3일까지 5주간 매일 자유선택활동 시간에 약1시간 30분간 실시하였다. 이 연구의 결과와 논의를 바탕으로 하여 다음과 같은 결론을 내릴 수 있다. 첫째, 몬테소리 수 교육 프로그램은 만5세 유아의 희소성, 화폐가치, 교환가치, 기회비용, 자원과 생산, 재화와 용역, 보충과 대안, 그리고 경제개념에 긍정적인 증진효과가 있다. 둘째, 몬테소리 수 교육 프로그램은 만5세 유아의 소비자 가치, 자원관리행동, 합리적 구매행동, 소비자 시민의식, 그리고 소비행동에 긍정적인 증진효과가 있다. 셋째, 몬테소리 수 교육 프로그램은 만5세 유아의 덧셈능력, 뺄셈능력, 곱셈능력(동등한 크기의 반복적 더하기), 그리고 나눗셈능력(동등한 배분)에 긍정적인 증진효과가 있다.

The purpose of this study was to determine the effect of Montessori numerical education on 5-year-old children's basic economic concept, consumption behavior, and mathematical ability. For this study, a survey was conducted with 50 children(25 experimental group, 25 parallel group) who were 5-year-old of A and B kindergarten located in Daegu. This study was conducted for almost 5 weeks starting 2th of May 2011 until the 3th of June 2011. The conclusion of the research can be summarized as followings: First, the effects of the Montessori numerical education in a field of mathematics on 5-year-old children's basic economic concept is that the experimental group who have taken the Montessori numerical education in a field of mathematics have higher improvement of efficiency in the basic concept of economy than the parallel group. Second, the effects of the Montessori numerical education in a field of mathematics on 5-year-old children's behavior as consumer is that the experimental group who have taken the Montessori numerical education in a field of mathematics have higher improvement of efficiency in the behavior as consumer than the parallel group. Third, the effects of the Montessori numerical education in a field of mathematics on 5-year-old children's mathematical ability is that the experimental group who have taken the Montessori numerical education in a field of mathematics have higher improvement of efficiency in the mathematical ability than the parallel group.

본 연구는 에듀테크 활용 기초학력 교육이 학습지원 학생의 수학 연산 능력과 학습 태도에 미치는 영향을 검증하고자 하였다. 이를 위해 초등학교 2학년 학습지원학생 5명을 대상으로 약 3개월간 기초학력 보장 프로그램을 적용하고, 사전-사후에 BASA:M 연산 능력 검사와 8개 요인으로 구성된 수학 학습 태도 검사를 실시하였다. 연구 결과, 프로그램 참여 후 학생들의 수학 학습 태도가 전반적으로 긍정적인 변화를 보였으며, 특히 '자신감'과 '목적의식' 요소에서 통계적으로 유의미한 향상이 나타났다. 또한 수학 연산 능력 역시 향상되는 경향을 보였다. 이는 에듀테크가 학습지원 학생의 수학 연산 능력과 학습 태도를 통합적으로 지원하는 데 효과적인 도구가 될 수 있음을 시사한다.

This study aimed to verify the effect of EdTech-based basic academic skills education on the mathematical calculation ability and learning attitudes of students in need of learning support. To this end, a basic academic skills guarantee program was applied to five 2nd-grade elementary school students in need of learning support for approximately three months, and the BASA:M calculation ability test and a mathematics learning attitude test consisting of eight factors were conducted before and after. As a result of the study, after participating in the program, the students' mathematics learning attitudes showed an overall positive change, with statistically significant improvements observed particularly in the elements of 'confidence' and 'consciousness of purpose'. In addition, mathematical calculation ability also showed a tendency to improve. This suggests that EdTech can be an effective tool for integrally supporting the mathematical calculation ability and learning attitudes of students in need of learning support.

The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.