직접교수가 수학 학습부진학생의 기초수학능력에 미치는 효과

Abstract

ABSTRACT

The Effects of Direct Instruction on Improving the Basic Math Skills of Elementary Children with Math Difficulties

Hwi-jeong Hwang Advisor: Prof. Young-il Kim Major in Special Education Graduate School of Education, Chosun University

The purpose of this study was to investigate the effects of direction on improving the basic math skills of elementary children with math difficulties. Two children, both in the fifth grade at an elementary school in N city, Cheonnam province, were selected to participate in this study because of their delay in basic math skills based on the results of National Screening Test for Children with Academic Dfficulties(Math Area), Basic Academic Skills Assessment(Math), a teacher-made test, respectively, even with their IQ at normal range. The basic math skills were (a) place-value awareness, (b) four arithmatical operations, and (c) measurement unit awareness, each of which was selected reflecting the results of the participants during the preliminary stage before the baseline phase. This study was conducted following the multiple-baseline design across behaviors from May 30 to September, 19, 2007. Direct instruction implemented during the intervention phase consisted of six steps: (a) introduction, (b) presentation of the problems, (c) explanations and modeling, (d) guided practice, (e) monitoring, and (f) conclusion. The results of this study indicated that direct instruction was effective in improving the three basic math skills of two elementary children with math difficulties. Child 1 showed an increase from 1.8, 0.4, and 1.2 during the baseline phase to 7.7, 8.6, and 7.7 during the intervention phase for each of the target skills. Child 2 showed an increase from 0.8, 1.2, and 1.2 during the baseline phase to 8.3, 8.3, and 8.0 during the intervention phase for each of the target skills. Such increase was maintained at six weeks' followup after the intervention.