초록
본 연구는 초등 수학영재들이 'n${\times}$n 격자점에서 정사각형 개수 구하기' 과제를 해결하는 과정에서 나타나는 메타인지 요소를 분석하여 이것이 문제해결과정에 어떻게 서로 상호작용을 하며, 또 메타인지 요소가 문제해결의 성패에 어떤 영향을 미치는 지를 살펴보고자 하였다 이를 위하여 현재 우리나라의 대표적인 3가지 영재교육기관(지역공동영재학급, 교육지원청부설 영재교육원, 대학부설 과학영재교육원)별로 각 1명씩 총 3명(기관의 순서대로 각각 학생 C, 학생 B, 학생 A라 함)을 대상으로 3시간 정도가 걸리는 수업을 연구자가 직접 참여한 관찰과 수업 녹화용 비디오 및 활동지 분석, 그리고 수업 후 면담 등을 통해 질적 사례 연구를 실시하였다.
The purpose of this study was to examine the metacognition of mathematically gifted students in the problem-solving process of the given task in a bid to give some significant suggestions on the improvement of their problem-solving skills. The given task was to count the number of regular squares at the n${\times}$n geoboard. The subjects in this study were three mathematically gifted elementary students who were respectively selected from three leading gifted education institutions in our country: a community gifted class, a gifted education institution attached to the Office of Education and a university-affiliated science gifted education institution. The students who were selected from the first, second and third institutions were hereinafter called student C, student B and student A respectively. While they received three-hour instruction, a participant observation was made by this researcher, and the instruction was videotaped. The participant observation record, videotape and their worksheets were analyzed, and they were interviewed after the instruction to make a qualitative case study. The findings of the study were as follows: First, the students made use of different generalization strategies when they solved the given problem. Second, there were specific metacognitive elements in each stage of their problem-solving process. Third, there was a mutually influential interaction among every area of metacognition in the problem-solving process. Fourth, which metacognitive components impacted on their success or failure of problem solving was ascertained.
