한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제50권2호
  • /
  • Pages.247-261
  • /
  • 2011
  • /
  • 1225-1380(pISSN)
  • /
  • 2287-9633(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

수학 학습에 대한 정의적 성취 검사 도구 개발 및 검증

Development and verification of an affective inventory in Mathematical Learning

  • Lee, Chong-Hee (Department of Mathematics Education, Ewha Womans University) ;
  • Kim, Sun-Hee (Department of Mathematics Education, Silla University) ;
  • Kim, Soo-Jin (Korea Institute for Curriculum and Evaluation) ;
  • Kim, Ki-Yeon (The Graduate School of Education, Ewha Womans University) ;
  • Kim, Bu-Mi (Department of Mathematics Education, Wonkwang University) ;
  • Yun, Soo-Cheol (Department of Psychology, Sungkyunkwan University) ;
  • Kim, Yun-Min (The Graduate School, Ewha Womans University)
  • 투고 : 2011.04.12
  • 심사 : 2011.05.20
  • 발행 : 2011.05.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

In this study, the researchers developed an inventory which can measure the affective achievement in mathematical learning especially targeted to Korean students. By using EFA and CFA, the six affective factors of mathematical learning such as learning directivity, self control, anxiety, interest, cognizing value and confidence are distinguished. Also, the content validity of this inventory was examined by the experts groups, composed of mathematics education professors, high school mathematics teachers, and measurement experts. The reliability of the instrument was high enough to trust the results. Through a large scaled sampling, the reliability and validity of this inventory were verified. In addition, this inventory was developed not by a partial aspects of a certain theory but based on the recent theories. Due to these reasons, the results of this study can be respected that it plays a leading part in understanding the affective achievement of Korean students.

키워드

과제정보

연구 과제 주관 기관 : 한국연구재단

참고문헌

  1. 고정화 외 (2008). 2007년 국가수준 학업성취도 평가 연구 - 수학. 한국교육과정평가원 연구보고 RRE 2008-5-3.
  2. 김경희․김수진․김미영․김선희 (2009). PISA와 TIMSS 상위국과 우리나라의 교육과정 및 성취 특성 비교 분석. 한국교육과정평가원 연구보고 RRE 2009-7-2.
  3. 김명화 (2010). 수학에 대한 정의적 특성의 개념과 구성 요소. 수학에 대한 정의적 특성 개선 방안 탐색 세미나. 한국교육과정평가원 연구자료 ORM 2010-58(pp. 3-20).
  4. 김부미 (1996). 교사변인과 학생의 수학적 태도에 관한 연구. 이화여자대학교 교육대학원 석사학위 청구논문.
  5. 김선희․김기연 (2011). 수학 교육의 정의적 목표에 대한 재고. 수학교육학연구 21(2), 149-163.
  6. 남상엽 (1999). 수학적 신념 및 태도에 관한 교사와 학생의 관계. 한국교원대학교 석사학위논문.
  7. 박선화․김명화․주미경 (2010). 수학에 대한 정의적 특성 개선 방안 탐색 세미나. 한국교육과정평가원 세미나자료집(연구자료 ORM 2010-58).
  8. 박정 (2007). 우리나라 중학생의 수학에 대한 정의적 특성 변화와 수학 성취에 미치는 영향력 분석. 한국수학교육학회지 시리즈 A <수학교육>, 46(1), 19-31.
  9. 유지윤 (2000). '흥미존중교육'에 내재된 흥미개념 분석. 이화여자대학교 교육대학원 석사학위 청구논문.
  10. 이순묵 (1990). 공변량구조분석. 서울:성원사.
  11. 이종희․김부미 (2010). 수학 학습 동기와 귀인의 측정도구 개발 및 분석, 수학교육학연구 20(3), 413-444.
  12. 이종희․김선희 (2005). Vygotsky 이론에 근거한 수학과 자기주도적 학습 능력 측정 도구 개발. 학교수학 7(3), 253-268.
  13. 정구향․조영미․이대현․이봉주 (2004). 2003년 국가수준 학업성취도 평가 연구 -수학-. 한국교육과정평가원 연구보고 RRE 2004-1-4.
  14. 정원식 (2001). 인간의 동기. 서울: 교육과학사.
  15. 최인선 (1999). 인문계, 실업계 고등학생의 수학에 관련된 태도 비교 조사. 이화여자대학교 교육대학원 석사학위 청구논문.
  16. 한국교육개발원 (1992). 교육의 본질 추구를 위한 수학 교육 평가 체제 연구(III) : 수학과 평가 도구 개발(III). 한국교육개발원. RM92-05-02.
  17. 허선영 (1998). 수준별 학습이 초등학교 아동의 수학적 성향에 미치는 영향 연구. 이화여자대학교 교육대학원 석사학위 청구논문.
  18. Aiken, L. R. (1974). Two Scales of attitude toward mathematics. Journal for Research in Mathematical Education 5, 67-71 https://doi.org/10.2307/748616
  19. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  20. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  21. Bentler, P. M., & Bennett, D. G. (1980). Significant tests and goodness of fit in the analysis of covariance structure. Psychological Bulletin 88, 588-606. https://doi.org/10.1037/0033-2909.88.3.588
  22. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin 107(2), 238-246. https://doi.org/10.1037/0033-2909.107.2.238
  23. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equations models. Newbury Park, CA: Sage, pp.136-162.
  24. DeBellis, V., & Goldin, G. (2006). Affect and meta-affect in mathematical problem solving: a representational perspective. Educational Studies in Mathematics 63, 131-147. https://doi.org/10.1007/s10649-006-9026-4
  25. Chen, S. (2005). The Relationship between mathematical beliefs and performance: a study of students and their teachers in Beijing and New York. Dissertation, Columbia University.
  26. Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitude scales. JSAS Catalog of Selected Documents in Psychology, 6(1), 31(Ms.No.1225).
  27. Furinghetti, F., & Moselli, F. (2009). Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving. Educational Studies in Mathematics, 70(1), 71-90. https://doi.org/10.1007/s10649-008-9134-4
  28. Hannula, M. (2004). Introduction. PME 28th Conference, vol.1, 107-109.
  29. Hannula, M. (2006a). Motivation in mathematics: Goals reflected in Emotions. Educational Studies in Mathematics 63, 165-178. https://doi.org/10.1007/s10649-005-9019-8
  30. Hannula, M. (2006b). Affect in mathematical thinking and learning -Towards integration of emotion, motivation, and cognition. In J. Maas, W. Schloeglamann (Eds.), New Mathematics Education Research and Practice, 209-232.
  31. Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109-115. https://doi.org/10.1111/j.1949-8594.1992.tb12154.x
  32. Malmivuori, M. L. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63, 149-164. https://doi.org/10.1007/s10649-006-9022-8
  33. Medsker, G. J., Williams, L. J., & Holahan, P. J. (1994). A review of current practices for evaluating causal models in organizational behavior and human resources management research. Journal of Management, 20, 439-464.
  34. McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. In D. A. Gouwes(ed.), Handbook of research on mathematics teaching and learning, Macmillan, NY, 575-596.
  35. Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings From IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grade. MA: Boston College.
  36. OECD (2004). Learning for Tomorrow's World-First Result from PISA 2003.
  37. OECD (2009). PISA 2009 Assessment Framework-Key Competencies in Reading, Mathematics and Science.
  38. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. https://doi.org/10.1037/0022-0663.82.1.33
  39. Sandman, R. (1974). The mathematics attitude inventory: Instruments and user's mannual. Journal for Research in Mathematics Education, 11(2), 148-149.
  40. Schoenfeld, A, H. (1989). Explorations of Student's Mathematical beliefs and behavior. Journal for Research in Mathematical Education, 20(4), 338-355. https://doi.org/10.2307/749440
  41. Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychology, 19, 48-58. https://doi.org/10.1080/00461528409529281
  42. Zimmerman, B, J., & Martinez-Ponz, M. (1988). Construct validation of strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://doi.org/10.1037/0022-0663.80.3.284
  43. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628. https://doi.org/10.3102/00028312023004614
  44. Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer Verlag.

피인용 문헌

  1. A longitudinal analysis on trend of mathematical affective domain vol.55, pp.4, 2016, https://doi.org/10.7468/mathedu.2016.55.4.447
  2. 중학교 수학 ① 스토리텔링 모델교과서 개발 및 적용 연구 vol.27, pp.3, 2013, https://doi.org/10.7468/jksmee.2013.27.3.301
  3. 중학교 2학년 스토리텔링 모델 수학교과서 개발 및 적용 vol.27, pp.3, 2011, https://doi.org/10.7468/jksmee.2013.27.3.321
  4. Domestic Research Trends of Mathematics Education: An Analysis of Journals Published from 1963 to 2019 vol.29, pp.4, 2011, https://doi.org/10.29275/jerm.2019.11.29.4.709
  5. Structural Relationship between Affect, Meta-affect, and Meta-cognition in Mathematics Learning vol.30, pp.3, 2020, https://doi.org/10.29275/jerm.2020.08.30.3.427
  6. Risks of aiming to kill two birds with one stone: the affect of mathematically gifted and talented students in the dual realities of special schooling vol.23, pp.4, 2021, https://doi.org/10.1080/10986065.2020.1784696