수학 표상에 따른 학업성취도와 인지양식별 뇌 활성 비교 - fNIRS 연구

• 영문명: The Comparison of Brain Activities by Academic Achievement and Cognitive Style According to Mathematical Representations - fNIRS Study
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 유성윤(Sung-yoon Yoo) 안도연(Doyeon Ahn) 이광호(Kwang-Ho Lee)
• 간행물 정보: 『Brain, Digital, & Learning』제12권 제3호, 523~540쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2022.09.30

영문 초록

The purpose of this study was to investigate and analyze fNIRS data according to mathematical representations of 6th grade elementary school students, and to obtain meaningful results in relation to mathematical representations by classifying them by academic achievement and cognitive style. The test is consisted of solving addition, subtraction of fractions using visual, verbal and numeric representation. Based on an achievement test and a cognitive style test, 36 students were classified into a high group and a low group by academic achievement, and into a visualizer group and a verbalizer group by cognitive style. Brain activity data were collected for each group. Regardless of academic achievement and cognitive style, students were most familiar with mathematical problems expressed in numerical representations. The students with low academic achievement showed more active prefrontal activity when solving mathematical problems of visual representation and verbal representation. The visual representation group showed significant activity in the prefrontal cortex when solving problems with visual representations. This study shows that various representations into numeric representations are needed to convert. It is effective to use more than one representation for students with low academic achievement.

목차

Introduction

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Methods

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References

키워드

fNIRS brain activity the prefrontal cortex visual presentation verbal presentation cognitive style fraction math achievement