수학불안요인이 큰 학생들을 위한 효과적인 지도방안
(The) effective instructing method on students having lots of mathematics anxiety factor
수학불안요인 학생 지도방안;
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Though the importance of mathematics increases in our society, these days. most of students who could do better in mathematics. Because of the low achievement rate of mathematics, students are restricted in many situations of career selection connected with mathematical knowledge. As a result, it brings students to play a role of the 'critical filter' in career selection. This actual states make students have some anxiety about mathematics. So the purpose of this study is to analyze the important factor of mathematics anxiety which is perceived by high school students. In this study, I have a hard time measuring mathematics anxiety exactly. but I tried to research it on the effect of the improvement of causing mathematics anxiety through some instance surveys like factor of mathematics test anxiety, factor of self-concept and lack of basic function etc. The result of the study is as follows: First, when I make students who have lots of test anxiety keeping practicing 'divide-page' learning, the result of this study was presented that students have self-concept as to what to do about mathematics without giving it up. Students can reduce mathematics anxiety of the high school students caused by mathophobia. Second, when I suggested to students who do not have self-confidence about mathematics Burton's 4-steps approach method in order to solve the mathematical problems. This method contributed to the study on reducing mathematics anxiety and improving self-confidence. Third, when the students who have lacks of basic functions and skills were offered 'worked example sheets' in order to improving mathematical interesting and concern. As a result of the improvement of the students' attitude to mathematics increased in basic mathematical function. On the bases of the result of this study, a few proposals could be suggested. First, this study in which about forty thousand students participated was investigated 3-factors of mathematics test anxiety, self-concept, basic function lack among various mathematics anxiety, but new teaching methods and materials should continue to be developed into various teaching guidance methods. Second, the programs used in this study to reduce the mathematics anxiety are showing up effect However, in applying these programs to the students of this study aims. It must be consider indirect effects like teaching factors may have been worked. I think the study about this kind of part must be needed, too. Third, connecting property of mathematics anxiety should be performed one by one in elementary, middle and high school students.