Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Attention and Attention Shifts of 5th General and Mathematically Gifted Students Based on the Types of Mathematical Patterns

수학 패턴 유형에 따른 5학년 일반학생과 수학영재학생의 주의집중과 주의전환

  • Received : 2018.09.16
  • Accepted : 2018.11.01
  • Published : 2019.01.31
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Abstract

This study examined the attention and attention shift of general students and mathematically gifted students about pattern by the types of mathematical patterns. For this purpose, we analyzed eye movements during the problem solving process of 5th general and mathematically gifted students using eye tracker. The results were as follows: first, there was no significant difference in attentional style between the two groups. Second, there was no significant difference in attention according to the generation method between the two groups. The diversion was more frequent in the incremental strain generation method in both groups. Third, general students focused more on the comparison between non-contiguous terms in both attributes. Unlike general students, mathematically gifted students showed more diversion from geometric attributes. In order to effectively guide the various types of mathematical patterns, we must consider the distinction between attention and attention shift between the two groups.

본 연구는 수학 패턴의 유형에 따른 패턴 발견에 대한 일반학생과 수학영재학생의 주의집중과 주의전환을 알아 보았다. 이를 위해 초등학교 5학년 일반학생과 수학영재 학생의 문제해결과정 중의 시선움직임을 시선추적기를 이용하여 분석하였다. 그 결과 첫째, 두 집단 간 표현양식에 따른 주의집중은 유의한 차이가 없었으나 주의전환은 두 집단 모두 숫자 표현양식에서 더 많았다. 둘째, 두 집단간의 생성방식에 따른 주의집중은 유의한 차이가 없었다. 주의전환은 두 집단 모두 증가변형 생성방식에서 더 많았다. 셋째, 일반학생들은 두 속성 모두에서 인접하지 않은 항 간의 비교에 더 많이 집중했다. 일반학생과 다르게 수학영재학생은 기하적 속성에서 주의전환이 더 많았다. 다양한 유형의 수학 패턴을 효과적으로 지도하기 위해서 두 집단 간 주의집중과 주의전환의 차이를 고려해야 할 것이다.

Keywords

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[그림 1] AOI 예시 [Fig. 1] AOI examples

[표 1] 수학 패턴 유형 [Table 1] The types of mathematical pattern

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[표 2] 수학 패턴 과제 [Table 2] The mathematical pattern tasks

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[표 3] ‘숫자반복기하’ 패턴에서 일반학생과 수학영재 학생의 문제 영역 내에서의 시선움직임 평균횟수에 대한 독립표본 t검정 [Table 3] Independent t-test of the average number of eye movement in the problem area for the general students and mathematically gifted students in 'number-repeat-geometrical' pattern

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[표 4] ‘그림반복기하’ 패턴에서 일반학생과 수학영재 학생의 문제 영역 내에서의 시선움직임 평균횟수에 대한 독립표본 t검정 [Table 4] Independent t-test of the average number of eye movement in the problem area for the general students and mathematically gifted students in 'picture-repeat-geometrical' pattern

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[표 5] ‘반복기하’ 패턴에서 일반학생과 수학영재학생의 패턴 표현양식에 따른 문제 영역 내에서의 시선 역행과 순행횟수 평균 [Table 5] Independent t-test of the average number of pro-saccade and anti-saccade in the problem area of the general students and mathematically gifted students in 'repeat-geometrical' pattern according to expression of pattern

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[표 6] ‘숫자반복기하’ 패턴에서 일반학생과 수학영재 학생의 문제 영역 내에서의 시선움직임 평균횟수에 대한 독립표본 t검정 [Table 6] Independent t-test of the average number of eye movement in the problem area for the general students and mathematically gifted students in 'number-repeat-geometrical' pattern

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[표 7] '숫자증가변형기하' 패턴에서 일반학생과 수학영재학생의 문제 영역 내에서의 시선움직임 평균횟수에 대한 독립표본 t검정 [Table 7] Independent t-test of the average number of eye movement in the problem area for the general students and mathematically gifted students in 'picture-growth·change-geometrical' pattern

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[표 8] ‘숫자기하’ 패턴에서 일반학생과 수학영재학생의 패턴 생성방식에 따른 문제 영역 내에서의 시선 역행과 순행횟수 평균 [Table 8] Independent t-test of the average number of pro-saccade and anti-saccade in the problem area for the general students and mathematically gifted students in 'number-geometrical' pattern according to creation method of pattern

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[표 9] ‘그림회전기하’ 패턴에서 일반학생과 수학영재 학생의 문제 영역 내에서의 시선움직임 평균횟수에 대한 독립표본 t검정 [Table 9] Independent t-test of the average number of eye movement in the problem area for the general students and mathematically gifted students of math in 'picture-rotation-geometrical' pattern

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[표 10] ‘그림회전물리’ 패턴에서 일반학생과 수학영재학생의 문제 영역 내에서의 시선움직임 평균횟수에 대한 독립표본 t검정 [Table 10] Independent t-test of the average number of eye movement in the problem area for the general students and mathematically gifted students in 'picture-rotation-physical' pattern

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[표 11] ‘그림회전’ 패턴에서 일반학생과 수학영재학생의 패턴 속성에 따른 문제 영역 내에서의 시선 역행과 순행횟수 평균 [Table 11] Independent t-test of the average number of pro-saccade and anti-saccade in the problem area for the general students and mathematically gifted students in 'picture-rotation' pattern according to property of pattern

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