이 연구는 의견교환하기 교수학습을 건청학생과 통합교육 환경의 청각장애학생 1명에게적용하여 수학교과의 연산능력에 미치는 효과를 알아보기 위하여 수행되었다. 부산광역시에소재한 초등학교 1학년의 통합학급에 청각장애학생이 배치되어 있으며, 청각장애학생을 포함한 32명에게 3월부터 4개월 동안 연산능력 신장을 위하여 의견교환하기 교수학습을 4명1조로 구성하여 적용하였다. 연구 설계는 실험반과 비교반으로 구분하여 전후검사로 적용되었다. 연산능력 신장을 알아보기 위한 평가지는 모두 30문항으로 구성되었다. 의견교환하기교수학습을 적용한 결과, 건청학생의 연산능력은 유의미한 통계적 차이로 향상되었으나, 청각장애학생에게는 변화가 나타나지 않았다. 이와 같은 원인에 대하여 논의하고, 청각장애학생의 수학교과 지도를 위한 바람직한 방안 등을 제안하였다.

The purpose of this study was to compare the effects on teaching and learning with opinion exchange to improve operation ability between hearing children and hearing impaired child in the inclusive educational environment in the level of elementary school. A experimental and comparative groups were consisted for this study. The experimental group with hearing impaired child was first grade and placed in the inclusive educational environment in the level of elementary school. Thirty two students with the hearing impaired child were studying in the inclusive class. One team was consisted with four students, therefore eight teams were made to adopt the opinion exchange strategy to improve the operation ability. The comparative group was consisted with 32 first grade students without hearing impaired students. Pre- and post-test design was utilized for this study. The questionnaire with thirty questions was developed by researchers. The results of this study were that: (a) the opinion exchange strategy was effective to improve the operation ability for hearing students; and (b) the opinion exchange strategy was not effective to improve the operation ability for hearing impaired student. Therefore this study suggested why the opinion exchange strategy was not effective for the hearing impaired student. Also this study recommended how to support the hearing impaired student in teaching mathematics to ensure the effective inclusive educational environment.