지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 이영철
- 발행연도
- 2018
- 저작권
- 우석대학교 논문은 저작권에 의해 보호받습니다.
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초록· 키워드
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The purpose of this study was to explore the effect of computational strategy on the addition and subtraction of students with severe intellectual disabilities using board games.
Among the subjects diagnosed with intellectual disability, this study were middle school one female students and two male students attending high school, were using the design of multiple probe. Using a board game, performed twice a week on average and consisted of a one-to-one teaching of the researchers and students, measured by researchers and students, and analyzed the formative assessments produced by researchers to measure the addition and subtraction of students.
The results of this study are as follows.
First, the computational strategy of using board games has positively affected the addition of the three students who are intellectual disabilities students.
Second, the computational strategy of using board games has positively affected the ability to subtract from three students.
These results show that the strategy of utilizing the board game gives pleasure to the students with intellectual disabilities, which increases attention and improves the computing ability through the iterative process.
In addition, it is helpful to inform the reader of the process of identifying and responding to the evaluation sheet, and reminding the reader of the overall contents of the formula and the mathematical symbols. In addition, it increased the concentration of students with 1:1 teach and enhanced instant feedback and reinforced the student''s interest in the victory of the board game.
Among the subjects diagnosed with intellectual disability, this study were middle school one female students and two male students attending high school, were using the design of multiple probe. Using a board game, performed twice a week on average and consisted of a one-to-one teaching of the researchers and students, measured by researchers and students, and analyzed the formative assessments produced by researchers to measure the addition and subtraction of students.
The results of this study are as follows.
First, the computational strategy of using board games has positively affected the addition of the three students who are intellectual disabilities students.
Second, the computational strategy of using board games has positively affected the ability to subtract from three students.
These results show that the strategy of utilizing the board game gives pleasure to the students with intellectual disabilities, which increases attention and improves the computing ability through the iterative process.
In addition, it is helpful to inform the reader of the process of identifying and responding to the evaluation sheet, and reminding the reader of the overall contents of the formula and the mathematical symbols. In addition, it increased the concentration of students with 1:1 teach and enhanced instant feedback and reinforced the student''s interest in the victory of the board game.
목차
Ⅰ. 서론 11. 연구의 의의 12. 연구문제 43. 용어의 정의 4Ⅱ. 이론적 배경 61. 지적장애학생의 수학학습 특성 62. 지적장애학생을 위한 수학교수 방법의 고찰 93. 보드게임의 의의 12Ⅲ. 연구방법 191. 연구대상 192. 연구도구 223. 연구절차 234. 자료처리 285. 중재충실도 286. 사회적 타당도 29Ⅳ. 연구결과 301. 덧셈에 미치는 영향 302. 뺄셈에 미치는 영향 34Ⅴ. 논의 및 제언 391. 논의 392. 제언 43참고문헌 44영문초록 52부 록 54
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