The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Development and application of the program for students with under-achievement of math in high school - On the case of ADDIE model -

고등학교 수학 학습부진학생을 위한 프로그램 개발 및 적용 -ADDIE 모형 적용 사례-

  • Received : 2018.04.30
  • Accepted : 2018.11.21
  • Published : 2018.11.30
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Abstract

This study analyzed each process of demand analysis(A), design(D), development(D), implementation(I) and evaluation(E) of the program to support mathematics learning of students with under-achievement of math in high school. To analyze the demand, a survey was conducted on 235 high school math teachers and 334 high school students who were under-achieved in mathematics. To design and develope the program, this study linked middle school math to high school math so that the students with poor math learning could easily participate in mathematics learning. The programs developed in this study were implemented in three high schools, where separate classes were organized and run for students with poor math learning. The evaluation of the programs developed in this study was done in two ways. One was a quantitative evaluation conducted by five experts, and the other was a qualitative evaluation conducted through interviews with teachers and students participating in the program. This study found that students with poor mathematics learning were more motivated to learn, started to do mathematics, and encouraged to be confident when using learning materials that included easy problems and detailed solutions that they could solve themselves. From these results, the following three implications can be derived in developing a program to support students who are experiencing poor mathematics learning in high school. First, we should develop learning materials that link middle school mathematics to high school mathematics so that students can supplement middle school mathematics related to high school mathematics. Second, we need to develop learning materials that include detailed solutions to basic examples and include homogeneous problems that can be solved while looking at the basic example's solution process. Third, we should avoid the challenge of asking students who are under-achieving to respond too openly.

Keywords

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[그림 2] 진단 평가 문항(예시) [Fig. 2] An example of questions for diagnosis

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[그림 3] 1차시 학습 자료(예시) [Fig. 3] An example of learning materials in first class

[표 1] 수학 학습부진학생을 위한 프로그램에 대한 요구 분석 [Table 1] An analysis of the needs for programs for students with under-achievement of mathematics

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[표 2] 수학 학습부진학생의 학습 목표에 대한 인식 [Table 2] A perception on the learning objectives of students with under-achievement of mathematics

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[표 3] ‘이차방정식과 이차함수’ 학습에 요구되는 중학교 수학에서의 성취기준(교육부, 2015, pp.30-32에서 추출) [Table 3] Achievement criteria in middle school mathematics required for learning ‘secondary equations and quadraticfunctions’

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[그림 1] ‘이차방정식과 이차함수’를 학습하기 위한 중학교 수학의 내용 요소 위계 분석 [Fig. 1] A hierarchy analysis of content elements in middle school mathematics for learning ‘secondary equations and quadratic functions’

[표 5] 내용 타당도 지수 [Table 5] Content validity index

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[표 4] 중∙고 연계 수학 학습 프로그램의 차시별 내용 [Table 4] The contents of the mathematics learning programs linked to middle and high schools

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