The Effect of Climbing Learning Method on Mathematical Creativity and Attitude toward Mathematical Creativity

수학적 창의성과 태도 및 학업에 미치는 등산학습법의 적용과 효과

This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

본 연구는 일본의 제등승(齊藤昇)(Saito Noboru) 교수에 의해 실천 연구되었던 등산학습법을 초등학교 4, 6학년 학생들에게 적용하여 수학적 창의성과 수학적 창의성 태도, 수학 학업성취도에 미치는 효과를 분석함으로써 수학적 창의성을 신장시킬 수 있는 방안을 모색하는데 그 목적을 두었다. 본 논문에서는 실험집단과 비교집단을 형성하여 t-검증한 결과, 등산학습법이 수학적 창의성 및 수학적 창의성 태도에는 긍정적인 영향을 주었으나 학업성취에서는 유의미한 차이를 나타내지 못했다는 결과와 함께 이러한 결과에 대한 논의와 수업전략을 언급한다.