SRN(자기 성찰 노트)을 활용한 고등학생 수학 학습의 효과

Abstract

This paper aimed at understanding how the learning strategies using SRN (Self-Reflection Note) affected high school students’ mathematics learning attitude, self-directed learning ability, mathematical communication ability. For this purpose, data were collected from 83 students in 4 classes of 2nd graders attending specialized high schools located in small and medium-sized cities in the province. The pre- and post-questionnaire tests were conducted to confirm what changes occurred in the students’ math learning. In addition, satisfaction with math learning was investigated using SRN, and the following results were obtained by supplementing the interview data.
 First, classes using SRN elicited positive responses from students in terms of understanding class content, reflecting on math learning, supporting math learning, and recommending the use of SRN to other students. Second, there was no significant change in the effect on affective domains such as confidence, learning motivation, and interest in the mathematics learning satisfaction test using SRN. Third, as a result of the pre- and post-test, there were overall positive changes in the mathematics learning attitude domain, self-directed learning ability domain, and mathematical communication ability domain. Finally, the results of this study provided implications for the field of mathematics teaching classes.