신진숙 Jin-sook Shin , 김지예 Ji-ye Kim
DOI: Vol.12(No.2) 33-47, 2008
Abstract
The research questions were posed as below :
First, Does a systematic error-correction program improve the multiplication problem-solving skills of students with Mathematical disabilities?
Second, Does a systematic error-correction program improve the division problem-solving skills of students with Mathematical disabilities?
The subjects in this study were 10 children who were selected from among sixth graders in elementary school in Gimhae, Kyoumgnam. Their scores were below 60 out of possible 100 points when they took a mathematics test. But their IQ was 85 or more, which was normal.
The selected children were divided into an experimental group and a control group.
The experimental group participated in a systematic error-correction program, and the control group took just typical lessons.
The systematic error-correction program was selected as an independent variable, and the multiplication and division problem-solving skills of the underachievers was selected as a dependent variable.
The program was conducted 30 sessions for ten weeks, three sessions a week, 40 minutes each, and in the process of error-type analyzing, explaining, demonstrating, questioning, answering, sequential practicing, testing and retention test.
The findings of the study were as follows:
First, as for their improvement in academic achievement about multiplication after the program, the experimental group made better progress than the control group, and the gap between the two was statistically significant.
Second, as for their improvement in academic achievement about division after the program, the experimental group made better progress than the control group, and the gap between the two was statistically significant. And the gap between the two was statistically significant.
Overall, the systematic error-correction program served to boost the academic achievement of students with mathematical disabilities positively affecting their multiplication and division problem-solving skills.
The findings of the study suggested that the academic deficiencies of the underachievers might be rooted in the teaching method of their teachers or their own learning methods. Those children fell behind their peers in terms of academic achievement, but an application of well-planned learning methods suitable for them could stimulate their potential learning capabilities and eventually let them catch up with their peers.
Key Words
체계적 오류 교정 절차, 수학학습장애아, 곱셈, 나눗셈, Mathematical Disabilities, Systematic Error-Correction Program