상호적인 또래교수가 수학장애 학생의 수학 성취도와 자아개념에 미치는 효과

이규명1, 박은혜2
Gyu Moung Lee1, Eunhye Park2
Author Information & Copyright
1인헌 초등학교 교사
2이화여자대학교 조교수
1In Hun Elementary School
2Ewha Womans Univer sity

ⓒ Copyright 2000, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Published Online: Dec 31, 2000


This study was conducted to examine the effect of the reciprocal peer tutoring on mathematics achievement and self- concept of students with math disabilities. Twenty - four students with math disabilities were selected from 4th and 5th grade, and they wer e divided into experimental group and control group. In the experimental group, the subjects were tr ained to learn reciprocal peer tutoring techniques for 4 ses sions and used the reciprocal peer tutoring for 20 session. The experiment was conducted 3 sessions a week and each ses sion lasted 40 minutes. For the control group, the traditional instruction method was used. Pre- test and post - test was implemented using mathematics achievement test which was developed by the researchers. and the self- concept inventory developed by No(1984). The data were analyzed by ANCOVA(analysis of covariance).

The result showed significant difference between the experimental and control group in both mathematics achievement and self- concept. This result indicates that reciprocal peer tutoring can facilitate the improvement of mathematics achievement and self- concept of students with math disabilities. This result implies that reciprocal peer tutoring would be a useful instructional method for students with math disabilities.

Keywords: Mathematics disability; Learning disability; Peer tutoring; Reciprocal peer tutoring; Self concept; Mathematics achievement