The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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A study of students' perceptions of mathematics learning situations

수학 학습 상황에 대한 학생들의 인식에 관한 연구

  • Received : 2024.06.28
  • Accepted : 2024.08.16
  • Published : 2024.08.31
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Abstract

This study investigated how Korean elementary, middle, and high school students perceive mathematics learning situations to determine whether the mathematics classes provided in schools met the standards of a highquality educational experience. Using a comprehensive survey that considers both formal and implementation aspects of mathematics classes, responses from 15,418 students were analyzed to gain insights into their views on the classroom environment, instructional methods, and overall learning experience. The results indicate that as students advance in grade level, their perceptions of mathematics learning situations become increasingly negative, and mathematics classes are still perceived as being teacher-centered. Additionally, it was found that mathematical manipulatives and technological tools are not being effectively utilized, and that students' learning experiences are influenced by class size and the availability of mathematics subject-exclusive classrooms. Based on these findings, several recommendations were made to improve the quality of mathematics education and enhance students' perceptions: implementing teaching methods that increase student engagement in learnercentered classes, providing opportunities for active and diverse use of teaching aids and technological tools beyond simple calculations, maintaining appropriate class sizes, and expanding the use of mathematics subject-exclusive classrooms. These considerations are crucial for creating a more engaging and effective mathematics learning environment that aligns with evolving educational standards and meets students' needs. The findings of this study provide actionable insights for educators and policymakers aiming to improve the quality of mathematics education in Korea.

본 연구는 현재 학교에서 제공하는 수학 수업이 수준 높은 교육 경험의 기준을 충족하는지 알아보기 위해, 한국의 초, 중, 고등학교 학생들이 수학 학습 상황을 어떻게 인식하는지 조사하였다. 수학 수업의 형식적 측면과 수행적 측면을 모두 고려한 포괄적인 설문 조사를 활용하여 15,418명의 학생의 응답을 분석함으로써, 수학 교실 환경, 교육 방법 및 전반적인 학습 경험에 대한 그들의 견해에 대한 통찰력을 얻었다. 조사 결과, 학년이 높아질수록 수학 수업 상황에 대한 부정적인 인식이 강해졌으며, 수학 수업은 여전히 교사 중심으로 인식되고 있었다. 또한 수학 교구나 공학도구를 효과적으로 활용하지 못하고 있으며, 학급 규모와 수학 교과 전담 교실의 유무에 따라 학생들의 수학 학습 경험이 영향을 미치는 것으로 나타났다. 따라서 연구 결과를 바탕으로, 수학 수업의 질을 향상시키고 학생들의 인식을 개선하기 위한 제언은 다음과 같다. 효과적인 수학교육을 위해서는 학습자 중심 수업을 위해 학생들의 참여를 증진시킬 수 있는 교수학습 방법을 적용하거나, 교구나 공학도구 같은 교수학습 도구를 주체적으로 적극 활용할 수 있는 기회가 필요하다. 특히 공학도구를 단순 계산을 넘어 다양한 목적과 방식으로 활용할 수 있는 기회를 제공할 필요가 있다. 또한, 적절한 학급 규모를 유지하고 수학 교과 전담 교실의 확대를 추진해야 한다. 이러한 고려사항은 발전하는 교육 표준에 부합하고 학생들의 요구를 충족하는 보다 매력적이고 효과적인 수학 학습 환경을 조성하는 데 중요하다. 본 연구결과는 한국 수학 교육의 질 향상을 목표로 하는 교육자와 정책 입안자에게 실행 가능한 통찰력을 제공할 수 있다.

Keywords

Acknowledgement

This work was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) grant funded by the Ministry of Science and ICT (NRF-2017R1A2B4011069). This work was supported by the Korea Foundation for the Advancement of Science and Creativity (KOFAC) grant funded by the Korea government (MOE).

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