Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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The Effect of Educational Contextual Variables on Fourth Grade Students' Mathematics Achievement in East Asian Countries

초등학생 수학 성취도에 영향을 미치는 교육맥락변인에 대한 동아시아 5개국 비교

  • Received : 2019.06.04
  • Accepted : 2019.07.16
  • Published : 2019.07.31
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Abstract

This study analyzed the effects of the educational contextual variables on fourth grade students' mathematics achievement in five East Asian countries(Singapore, Hong Kong Taiwan, Japan and Korea) using TIMSS 2015 data. There are four findings of this study. The first is that the common student-home-level variables that give significant influence on the mathematics achievement in all 5 countries are 'Home resources for learning' and 'Parents' educational expectations'. But 'Literacy and numeracy activities before entering a school' and 'Parents' attitude for mathematics and science' are not common variables. The second is that 'Students' interest in math learning' gave significant influence on the mathematics achievement of in all 5 countries. The third is that 'Teaching limited by student needs' does not give significant influence on the math achievement in Korea, Taiwan, and Japan but in Singapore and Hong Kong. The fourth is that 'Student economic background' gave more significant influence in Korea, Taiwan, and Japan than Singapore and Hong Kong. Suggestions to improve elementary school mathematics teaching and learning are discussed in the conclusion.

본 연구의 목적은 TIMSS 수학 영역 평가에서 높은 성취도를 보이고 있는 동아시아 5개국(싱가포르, 홍콩, 대만, 일본, 대한민국)을 대상으로 초등학생 수학 성취에 영향을 미치는 주요 교육맥락변인을 분석하는 것이다. TIMSS 2015의 4학년 자료를 위계선형모형으로 분석한 연구 결과는 다음과 같다. 첫째, 가정배경 변인 중 가정의 학습 자원, 부모의 교육 기대 수준이 초등학생들의 수학 성취도에 미치는 영향은 동아시아 5개국에서 공통이었으나, 취학 전문해력 수리력 활동과 부모의 수학 과학에 대한 태도가 학생의 수학 성취에 미치는 영향은 국가별로 차이가 있었다. 둘째, 동아시아 5개국에서 공통적으로 수학 학습 흥미가 수학 성취도에 주는 영향은 높은 것으로 나타났다. 셋째, 학교수준의 변인 중 학생 특성으로 인한 수업 제한 변인은 우리나라, 대만, 일본의 학생들의 성취도에 영향을 주지 않았으나, 싱가포르와 홍콩에서는 성취도에 영향을 주었다. 넷째, 재학생의 경제적 배경이 성취도에 미치는 영향은 대한민국, 대만, 일본에서 싱가포르와 홍콩보다 크게 나타났다.

Keywords

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[그림 1] 교육맥락변인과 성취도의 관계 [Fig. 1] Relation between educational contextual variables and mathematics achievement

[표 1] TIMSS의 4학년 수학 성취도 순위 [Table 1] The rankings of TIMSS 2015 forth grade mathematics achievement

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[표 2] TIMSS 2015에 포함된 학교와 학생 수 [Table 2] The numbers of schools and students in TIMSS 2015

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[표 3] 분석 모형에 따른 투입변인 [Table 3] Input contextual variables of the analysis models

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[표 4] 분석에 사용된 교육맥락변인 [Table 4] Educational contextual variables used in the study

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[표 5] 4학년 수학 교육맥락변인 기술 통계 [Table 5] Descriptive statistics on educational contextual variables of forth grade mathematics achievement

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[표 6] 항목별 ‘수업 제한 정도’ 변인의 기술 통계 [Table 6] Descriptive statistics on the ‘Teaching limited by students needs’ variable

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[표 7] 4학년 기초모형의 수학 성취도 분산 비율 [Table 7] Mathematics achievement variances explained by basic model

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[표 8] 연구모형에 따른 4학년 수학 성취도 분산 비율 [Table 8] Mathematics achievement variances explained by the research models

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[표 9] 4학년 수학 성취도에 대한 국가별 다층모형 분석 결과 [Table 9] The result of analyzing the multi-level model for forth grade mathematics achievement

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