earticle

영어

The purpose of this study was to analyze the effectiveness of an instruction to enhance students' questioning in high school mathematics. In order to achieve the goal of this study, research questions were established as follows. 1. Is there any significant improvement of mathematical communicative ability through the instruction of enhancing students' questioning. 2. Is there any significant change in mathematical attitude through the instruction of enhancing students' questioning? 3. Is there any significant difference in student questioning ability through the instruction of enhancing students' questioning ? Subjects of this research was 4 classes of the first grade students at C high school. Randomly chosen 2 classes were put into the experimental group and the other 2 classes were put into the control group. They were taught for 12 lessons of enhancing students' questioning and odinary instruction respectively, The findings of this experimental results were obtained as follows. There was significant statistical difference in mathematical communicative ability between the experimental group and control group. However mathematical attitude test results did not produce any significant difference. It is also shown that the lesson of enhancing students' questioning improved students' questioning ability. In conclusion, the instruction of enhancing students' questioning can be an effective means of improving mathematical communicative ability and students' questioning ability.

한국어

수학 교실에서 학생들의 질문은 학생들의 토론을 촉진시키고 학생들의 사고와 학습을 연결하며 학습 내용의 이해와 기억의 향상, 흥미와 열의, 수업 참여도를 높이는데 매우 효과적이다. 본 연구에서는 학생 질문 활동 강화 수업이 수학적 의사소통 능력, 수학적 태도, 질문 능력 향상에 어떤 효과가 있는지를 알아보기 위해서 C고등학교 1학년 4개 반을 임의로 선정하여 12차시의 실험수업을 한 결과 다음과 같은 결론을 얻었다. 첫째, 학생 질문 활동 강화 수업은 수학적 언어 사용, 수학적 설명 능력을 향상시켜 전체적인 수학적 의사소통 능력을 신장시킨다. 둘째, 학생 질문 활동 강화 수업은 수학적 태도를 변화시킨다고 할 수 없다. 셋째, 학생 질문 활동 강화 수업을 계속하면 할수록 학생들의 질문 횟수는 점차 증가하고 질문 수준도 향상되어 전체적인 질문 능력이 향상된다.