본 연구의 목적은 대학에서 특수교육을 전공하고 있는 예비 초등특수교사의 수감각 능력과 수감각 전략사용 수준에 대해 알아보고자 하는데 있다. 이를 위해 4개시 소재 대학 초등특수교육 전공 1학년∼4학년 학생 127명을 대상으로 수감각 검사를 실시하였다. 자료분석을 위해 SPSS 18.0을 사용하였으며, 독립표본 t-검정 및 빈도분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 예비 초등특수교사의 수감각 능력은 수학관련 과목 수강여부에 따른 차이가 없었다. 둘째, 예비 초등특수교사의 수감각 전략사용 수준에 대해 살펴본 결과, 전체적으로 규칙 기반 전략을 사용하는 비중이 가장 높게 나타났다. 또한 수감각 요소에 따라 살펴보았을 때에도, 규칙 기반 전략의 사용이 가장 높게 나타났다. 셋째, 수학 성취수준에 따른 전략 사용의 빈도를 살펴본 결과 상위집단과 하위집단 모두 규칙 기반 전략의 비중이 가장 높은 것으로 나타났다. 이러한 결과에 따라 예비 초등특수교사의 수감각 교수 역량을 강화하기 위한 실질적인 교사교육이 이루어져야 함을 논의하였다.
※ 교신저자 : Kim, Ja-Kyoung(jakyoung@pusan.ac.kr) The purpose of the study is to identify the number sense level and the use of number sense strategies by pre-service elementary special education teachers. We analyzed number sense tests for 127 university students from grades 1 to 4 studying at the department of elementary special education in the four regions. We conducted independent-sample t-test and frequency analysis using SPSS 18.0 statistics for statistical analysis. The results from this study are as following: First, in the number sense level of pre-service elementary special education teachers, there are no significant differences between whether they took math-related classes. Second, when solution methods for all items were analyzed, it was also found that pre-service elementary special education teachers preferred using rule based methods the most. When solution methods for each number sense components were analyzed, they preferred using rule based methods the most. Third, when solution methods for students’ number sense achievement levels(high level, low level) were analyzed, it was found that both groups preferred using rule based methods the most. We discussed about this results.
※ 교신저자 : Kim, Ja-Kyoung(jakyoung@pusan.ac.kr) The purpose of the study is to identify the number sense level and the use of number sense strategies by pre-service elementary special education teachers. We analyzed number sense tests for 127 university students from grades 1 to 4 studying at the department of elementary special education in the four regions. We conducted independent-sample t-test and frequency analysis using SPSS 18.0 statistics for statistical analysis. The results from this study are as following: First, in the number sense level of pre-service elementary special education teachers, there are no significant differences between whether they took math-related classes. Second, when solution methods for all items were analyzed, it was also found that pre-service elementary special education teachers preferred using rule based methods the most. When solution methods for each number sense components were analyzed, they preferred using rule based methods the most. Third, when solution methods for students’ number sense achievement levels(high level, low level) were analyzed, it was found that both groups preferred using rule based methods the most. We discussed about this results.
