The Effects on Symmetrical Figures Learning and Self-Directed Learning Attitude of Mathematical Instruction Using GSP

GSP를 활용한 수학 수업이 도형의 대칭 학습과 자기 주도적 학습 태도에 미치는 효과

The purpose of this study was to investigate the effects of mathematical instruction using GSP program on the symmetrical figures learning and self-directed learning attitude. According to the pretest result, the experiment group and the comparison group showed to be homogeneous groups. The experiment group has learned symmetrical figures for 9 hours using the GSP program and the comparison group has learned for 9 hours using the traditional method(paper and pen lesson). As the posttests, self-directed learning attitude test and symmetry figure understanding test were performed. The results obtained in this research are as follows; First, there was a significant difference in symmetry figure understanding test between the experiment group which learned through GSP program and the comparison group which learned through traditional method. Since there showed a very high achievement in the experiment group which learned using GSP, it can be inferred that GSP was very effective in the lessons of symmetrical movements. Second, there was a significant difference in self-directed learning attitude test between the experiment group and the comparison group. This seems to be because the length of the sides of the figures, size of the angles of the figures etc can be verified instantly and the students can correct by themselves and give feedbacks when they use GSP program. Students preferred drawing using the GSP over drawing using rulers and pencils, and they showed interest in the GSP program and they did not have burden in being wrong in their study and studied in various methods. And as they become familiar with the GSP program, they even studied other contents beyond the scope presented in the textbook.

본 연구는 초등학교 5학년 도형의 대칭 단원을 GSP 프로그램을 활용하여 지도했을 때, 도형의 대칭이동 학습과 자기 주도적 학습태도에 효과가 있는지를 알아보는데 그 목적이 있다. 이 연구를 위하여 실험집단은 GSP 프로그램을 활용하여 도형의 대칭을 학습하였고, 비교집단은 전통적인 방법으로 학습하였다. 그 결과 실험집단과 비교집단 간 수학 성취도와 자기 주도적 학습태도에서 매우 유의미한 차이가 있는 것으로 나타났다. 이는 GSP 프로그램을 활용하는 것이 도형의 대칭을 이해하는 데 많은 도움을 준다는 것을 의미한다. 또한 GSP 프로그램을 활용한 수업이 학생들에게 흥미를 불러 일으켰으며, 학생 스스로 문제를 탐구할 수 있는 기회를 제공하였음을 의미한다.