수학 기피유형의 분류 및 수학 성취 수준과의 상관성 연구

Math-disliking Types and the Correlation Coefficients between Mathematical Achievements and Them-Focused on the 8th Graders

우리 학생들의 수학에 대한 자신감이나 호감과 같은 정의적 요인에 대한 긍정적인 태도 정도는 국제적인 비교를 통해서 드러난 바와 같이 매우 낮은 실정이다. 그런데 학생들의 수학에 대한 정의적 태도는 그들이 왜 수학을 기피하는가 하는 이유와 밀접하게 관련되어 있다. 따라서 학생들이 수학을 싫어하는 이유를 정확히 파악 할 수 있다면 문제의 해결을 위한 효율적인 전략을 마련하는 것이 훨씬 수월할 것이다. 이 연구에서는 학생들이 수학을 싫어하는 이유에 대해서 요인분석을 통하여 수학 기피유형을 설정하고 개별 학생들의 수학 기피유형을 판정하기 위한 검사 도구인 '수학 기피유형 검사지'를 제작하였다. 그리고 수학 성취수준과 이들 수학 기피유형사이의 상관계수를 조사 분석함으로써 이 도구의 활용법과 함께 수학 성취수준별, 성별 차이에 따른 학생들의 수학 기피경향에 관한 특성을 분석하였다.

Positive attitude toward mathematics is gaining bigger recognition as an important contributing factor to mathematical ability. As a strategy for strengthening affective domain and betterment of mathematics teaching and loaming, classifying students by their causes for liking or disliking mathematics can be an effective way In this study the author tried to devise methods to classify students by their types of math disliking and investigate correlations between mathematical achievements and these math-disliking types from a sample group of 8th graders. To identify the types of reasons why 8th graders dislike mathematics, a questionnaire with 30 items was made firstly. Then by applying the 'Factor analysis' of SPSS, the 30 items were divided into five partitions. Through abstraction of each partition, five math-disliking types, 'Competences', 'Basics', 'Confidences', 'Usefulness', and 'Teachers' were defined. They are expected to help teachers for describing each student's tendency of math-disliking. Further, correlation coefficients between mathematical achievements and each of the five math-disliking type were investigated against 4 groups which were made from sample group by the discrimination of gender and two levels (high and low) of mathematical achievements in cognitive area. As results, the following facts were found. (i) The trends of correlations between cognitive achievement and the five math disliking types were different across the 4 groups at statistically meaningful degrees. (ii) Most of the male students who had math-disliking types were proved to be in the low achievement level. But for the female students, only 50% of students who had math-disliking types were in the low achievement level. (iii) Compared to male students, higher portion of female students had math-disliking types despite their high achievement in cognitive area.