earticle

영어

The purpose of this study, middle school students as self-directed learning ability, which affect problem solving in mathematics. Study in the Gyeonggi and M 2nd grade of middle school students from eight classes of 200 patients were randomly selected, the learner did not properly study of 26 patients, were excluded. Results of this study are as follows: First, high-grade math learners, self-directed learning ability is very high. Second, learner self-directed learning skills, high math scores. Third, of the three sub-factors of self-directed learning skills, cognitive factors and behavioral factors have a direct impact on mathematical problem solving ability, motivation factors indirectly affect. Fourth, the details of the factors of the three sub-factors of self-directed learning skills, all different factors affecting each step of the mathematical problem solving ability. Step1 (understand the problem) 'help save' and 'learning strategy', Step2 (planning) 'learning strategies' and' information processing, Step3 (execution plan) 'time management' and 'learning strategy', the last step4 (Results and reflection) 'academic motivation' and 'learning strategies' influence was. In other words, there are significant differences depending on the ability of self-directed learning mathematical problem solving ability of middle school students. Learners identify factors that habitual use of self-directed learning skills and, therefore, if we apply the teaching of mathematics scarce factors that can help build students' mathematical problem solving Ability to be able to promote.