초등학교 5학년 수학영재와 일반아의 확률판단 비교

• 영문명: A Comparison of Mathematically Gifted and Non-gifted Elementary Fifth Grade Students Based on Probability Judgments
• 발행기관: 대한수학교육학회
• 저자명: 최병훈 이경화
• 간행물 정보: 『수학교육학연구』제17권 2호, 179~199쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.05.31

국문 초록

본 연구는 초등학교 5학년 수학영재와 일반아의 확률판단 능력과 근거를 비교하는 것을 목표로 하였다. 적절한 비교 준거를 개발하기 위해 선행연구에서 제시하는확률판단 검사문항을 수정하고 보완하였다. 개발된 검사문항을 이용하여 확률교육을 받지 않은 수학영재 170명, 일반아 228명을 대상으로 검사를 실시한 후, 확률판단의 차이와 확률판단에 영향을 미치는 요인에 대하여 분석하였다. 분석 결과 수학영재가 일반아에 비해 정답률이 높았으나 일부 문항에 대해서는 일반아의 정답률이더 높게 나타났다. 정답에 대한 확신의 정도는 대체로 수학영재가 더 높았다. 확률판단에 영향을 미치는 요인으로 수학영재는 논리적 추론과 수학적 지식의 활용을들 수 있으며, 일반아는 직관적 판단 등이 활용되는 것으로 나타났다 .

영문 초록

The purpose of this study was to discover differences between mathematically gifted students (MGS) and non-gifted students (NGS) when making probability judgments. For this purpose, the following research questions were selected: 1. How do MGS differ from NGS when making probability judgments(answer correctness, answer confidence)? 2. When tackling probability problems, what effect do differen ces in probabilityjudgment factors have? To solve these research questions, this study employed a survey and interview type investigation. A probability test program was developed to investigate the first research question, and the second research question was addressed by interviews regarding the program. Analysis of collected data revealed the following results. First, both MGS and NGS justified their answers using six probability judgment factors: mathematical knowledge, use of logical reasoning, experience, phenomenon of chance, intuition, and problem understanding ability. Second, MGS produced more correct answers than NGS, and MGS also had higher confidence that answers were right. Third, in case of MGS, mathematical knowledge and logical reasoning usage were the main factors of probability judgment, but the main factors for NGS were : use of logical reasoning, phenomenon of chance and intuition. From findings the following conclusions were obtained. First, MGS employ different factors from NGS when making probability judgments. This suggests that MGS may be more intellectual than NGS, because MGS could easily adopt probability subject matter, something not learnt until later in school, into their mathematical schemata. Second, probability learning could be taught earlier than the current elementary curriculum requires. Lastly, NGS need reassurance from educators that they can understand and accumulate mathematical reasoning.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 결과 분석

Ⅴ. 논의 및 결론

참고문헌

〈부록〉 : 검사문항

키워드

수학영재 확률판단 mathematically gifted students probability judgment