- 권한신청
- P-ISSN1226-9654
- E-ISSN2733-466X
- KCI
초등학교 2학년 아동의 대략적 수 민감도와 영역 별 수학 성취도 간의 관계에 대한 단기 종단 연구
A short-term longitudinal study of the relationship between 2nd graders’ approximate number acuity and achievement in different domains of mathematics
김나래 (중앙대학교 심리학과)
조수현 (중앙대학교)
초록
대략적 수 민감도(이하 수 민감도)는 수량을 대략적으로 추정, 비교 및 조작할 수 있는 인지적 능력을 의미한다. 수 민감도가 수학 성취도의 근간이 된다는 이론이 제기되어 이를 검증하기 위한 연구가 활발히 이루어지고 있다. 이 이론을 지지하는 여러 선행 연구에서는 아동의 수 민감도가 수학 성취도와 유의미한 상관관계가 있음을 보고하였다. 하지만, 수 민감도와 아동의 수학 성취도의 관계성에 대한 연구들은 주로 수 개념과 산술 영역을 중심으로 이루어졌으며 기하학 등 다양한 수학의 하위 영역들을 고려하지 않았다. 따라서 이 이론이 수학의 다양한 영역으로 일반화될 수 있는지 확인되어야 한다. 또한 일부 연구자들은 수 민감도와 수학 성취도의 관계성이 온전히 인지 억제 능력에 의해 매개된다고 주장하고 있어 이러한 반론에 대한 검증 작업이 필요하다. 본 연구에서는 아동의 수 민감도와 수학 성취도 간의 관계성을 영역 별로 나누어 단기 종단적으로 분석하였다. 연구 대상은 수에 대한 이해와 수학적 인지 기능이 급속도로 발달하는 초등학교 2학년 학생들로, 3개월의 간격을 두고 두 차례 실험을 실시하였다. 실험 결과, 두 검사 시기에서 모두 수 민감도와 ‘수 개념 및 산술’ 영역 측정치는 통계적으로 유의한 상관관계가 있었다. ‘도형’ 영역의 성취도는 2차 검사 시기에서만 수 민감도와 유의한 상관관계를 나타냈다. 한편, 인지 억제 능력에 대한 요구가 높았던 과제를 통해 측정된 수 민감도와 수학 성취도 간의 관계성은 유의하지 않았다. 이러한 결과는 수 민감도와 수학 성취도와의 관계성이 비단, ‘수 개념과 연산’ 뿐 아니라, ‘기하학’ 등 다양한 수학의 영역으로 일반화될 가능성을 제시하며 일부 연구자들의 주장과 달리 수 민감도와 수학 성취도의 관계성은 인지 억제 능력에 의해 매개되는 것이 아님을 확인시켜 준다.
- keywords
- 대략적 수 민감도, 수량, 수학 성취도, 개인차, 인지 억제, 단기 종단 연구, approximate number sense, numerical cognition, mathematical achievement, individual difference, cognitive control, short-term longitudinal study
Abstract
Approximate number sense (ANS) refers to the ability to approximately estimate and operate upon large numerosity. There have been reports on the correlation between ANS acuity and mathematical achievement supporting the hypothesis that ANS serves as a basic foundation for formal mathematical achievement. However, previous developmental studies mainly focused on ‘Number Concept’ and ‘Arithmetic’ scores and did not differentiate between different domains of mathematics. Therefore, the current study investigated whether the relationship between ANS acuity and math ability differs by the domain of mathematics. In addition, we aimed to test the argument raised by some researchers stating that the relationship between ANS acuity and mathematical achievement is entirely mediated by cognitive control ability. Second graders were tested twice on their ANS acuity and math achievement with a 3-month interval. A number comparison task using a pair of dot arrays was used to measure ANS acuity. ANS acuity was significantly correlated with ‘Number Concept & Arithmetic’ at both testing periods. ‘Geometry’ was significantly correlated with ANS acuity in the second testing session but not in the first. On the other hand, ANS measured under high requirement for cognitive control did not correlate with any measure of math achievement. These results demonstrate that the correlation between ANS and math achievement can be generalized to mathematical domains including ‘Number Concept’, ‘Arithmetic’ and ‘Geometry’. Furthermore, the relationship between ANS acuity and mathematical achievement does not seem to be mediated by cognitive control ability in any domain of mathematics.
- keywords
- 대략적 수 민감도, 수량, 수학 성취도, 개인차, 인지 억제, 단기 종단 연구, approximate number sense, numerical cognition, mathematical achievement, individual difference, cognitive control, short-term longitudinal study
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