황혜정 Hye Jeang Hwang , 김명수 Myeong Soo Kim
DOI: JANT Vol.28(No.2) 255-279, 2014
This study is to investigate the change of intelligent and affective domains through the student self-evaluation toidentify causes of wrong answers. Through this evaluation, students could have opportunities to solve the givenmathematical problems basically and to reflect their problem-solving process, and further to recognize whichmathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledgesrelevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study wasexecuted as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In thisstudy, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests inKorea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem,similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guidedto solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrongparts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, forthe second and third original problems, the study was implemented in the same way. To explore their intelligent andaffective domains through student self-evaluation in-depth, the subjects were interviewed formally before and afterconducting the experiment and interviewed informally two times, and the recordings were audio-typed.