신인선 , 권점례
13(1) 1-18, 2002
신인선 , 권점례
DOI: JANT Vol.13(No.1) 1-18, 2002
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남승인 , 강영란 , 박인묵
13(1) 19-38, 2002
남승인 , 강영란 , 박인묵
DOI: JANT Vol.13(No.1) 19-38, 2002
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박만구
13(1) 39-54, 2002
박만구
DOI: JANT Vol.13(No.1) 39-54, 2002
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안병곤
13(1) 55-72, 2002
안병곤
DOI: JANT Vol.13(No.1) 55-72, 2002
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한길준 , 이양기
13(1) 73-96, 2002
한길준 , 이양기
DOI: JANT Vol.13(No.1) 73-96, 2002
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김규상
13(1) 97-105, 2002
김규상
DOI: JANT Vol.13(No.1) 97-105, 2002
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황정숙
13(1) 107-127, 2002
황정숙
DOI: JANT Vol.13(No.1) 107-127, 2002
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김병무
13(1) 129-160, 2002
김병무
DOI: JANT Vol.13(No.1) 129-160, 2002
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전평국 , 정재숙
13(1) 161-167, 2002
전평국 , 정재숙
DOI: JANT Vol.13(No.1) 161-167, 2002
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전평국 , 안소영
13(1) 169-182, 2002
전평국 , 안소영
DOI: JANT Vol.13(No.1) 169-182, 2002
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김창일 , 김신좌
13(1) 183-192, 2002
김창일 , 김신좌
DOI: JANT Vol.13(No.1) 183-192, 2002
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김영남
13(1) 193-214, 2002
김영남
DOI: JANT Vol.13(No.1) 193-214, 2002
The goal of this study is to find out how the concrete-object-manipulation education program can improve the children`s mathematical ability by way of action research experimentation. The main problems to resolve in this study are as follows: First, how much effect can the participation to figure-education program make on the ability in solving figure problem? Second, how much effect can the participation to figure-education program make on the mathematical self-efficiency? Third, how much effect can the participation to figure-education program make on decreasing the fear of mathematics? Fourth, are there the any relationships among the children`s problem solving ability, mathematical self-efficiency and the fear of mathematics? The objectives of this study were the 3rd, 4th and 5th graders of elementary school(located in AnYang, KyoungGi province) and the subjects were all 519. To verify the result of this study, we used several tests such as problem-solving test, mathematical self-efficiency test and the test of fear of mathematics. And the author administered above three tests before and after the figure-education program, to measure how much the program make effect on the improvement of problem-solving ability to identify the changes before-after experimentation. To analyze the result in statistically and to verify the differences, we use t-test, ANCOVA, Paired t-test and correlation test. The summation of the results of this study are as follows: First, after participating figure-education program, the experimental group got significantly higher points at geometry test than comparison group in every 3rd, 4th and 5th graders. Second, after participating figure-education program, the experimental group got significantly higher point at mathematical self-efficiency test than comparison group in every 3rd, 4th and 5th graders. Third, after participating figure-education program, the experiment group showed significantly less fear of mathematics than comparison group in every 3rd, 4th and 5th graders. Based on the result and the statistical verification, we can conclude that figure-education program can improve the mathematical self-efficiency, lessen the fear of mathematics and improve the problem-solving ability at figures, thus it can help children develop concept about figures efficiently.
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안병곤 , 류근봉
13(1) 215-229, 2002
안병곤 , 류근봉
DOI: JANT Vol.13(No.1) 215-229, 2002
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전평국 , 문점애
13(1) 231-243, 2002
전평국 , 문점애
DOI: JANT Vol.13(No.1) 231-243, 2002
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한인기 , 이경언 , 홍춘희 , 최은주
13(1) 245-263, 2002
한인기 , 이경언 , 홍춘희 , 최은주
DOI: JANT Vol.13(No.1) 245-263, 2002
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Jee Yi Kwak , Kristina Reiss , Joachim Thomas
13(1) 265-274, 2002
Jee Yi Kwak , Kristina Reiss , Joachim Thomas
DOI: JANT Vol.13(No.1) 265-274, 2002
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전영주 , 정완수
13(1) 275-286, 2002
전영주 , 정완수
DOI: JANT Vol.13(No.1) 275-286, 2002
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박임숙
13(1) 287-304, 2002
박임숙
DOI: JANT Vol.13(No.1) 287-304, 2002
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한인기
13(1) 305-316, 2002
한인기
DOI: JANT Vol.13(No.1) 305-316, 2002
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황홍택 , 김헌남
13(1) 317-335, 2002
황홍택 , 김헌남
DOI: JANT Vol.13(No.1) 317-335, 2002
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안가영 , 권오남
13(1) 337-360, 2002
안가영 , 권오남
DOI: JANT Vol.13(No.1) 337-360, 2002
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고상숙 , 홍석만
13(1) 361-379, 2002
고상숙 , 홍석만
DOI: JANT Vol.13(No.1) 361-379, 2002
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고상숙 , 고호경
13(1) 381-408, 2002
고상숙 , 고호경
DOI: JANT Vol.13(No.1) 381-408, 2002
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