숲 체험에서의 수학탐구활동이 유아의 수학능력에 미치는 영향 = The Effects of Mathematical Inquiry Activity in Forest Experience on Young Children's Mathematical Ability

다국어 초록 (Multilingual Abstract)

The purpose of this study was to confirm the effects of mathematical inquiry activity in forest experience on young children's mathematical ability. Accordingly, the following research problems were established. First, Which influence does mathematical inquiry activity in forest experience have on young children's mathematical ability? Second, Which influence does mathematical inquiry activity in forest experience have on sub-elements(algebra, number and operation, geometry, measurement) in young children's mathematical ability?
The participants of this study were 40 5years old children who were selected randomly at K kindergarten where is located in Siheung-si, Gyeonggi Province. Post-test was carried out by applying it to experiment after confirming homogeneity through pre-test. A test tool was used ‘Pictorial Math Ability Test for Young Children’ by Hwang Hae-ik and Choe Hye-jin(2007). Experimental tool was used a program of mathematical inquiry activity in forest experience. The mathematical inquiry activity in forest experience was composed of totally 14 times for 9 weeks targeting the experimental group. The collected data were carried out t-test with SPSS 18.0 program and were verified group-based difference.
The results of this study, they are as follows.
First, compared to the control group, the experimental group with execution of mathematical inquiry activity in forest experience was indicated to have positive influence upon improvement in mathematical ability.
Second, the mathematical inquiry activity in forest experience was indicated to fail to have significant influence upon number and operation, which is sub-element of young children's mathematical ability, but was shown to have positive influence upon improvement in ability of algebra, geometry, measurement.
As a result of this study, the mathematical inquiry activity in forest experience was confirmed to be effective program of being conducive to improvement in young children's mathematical ability. Accordingly, given trying to apply the program of mathematical inquiry activity in forest experience, which is suitably distributed the elements of mathematical ability, with having a little longer term, a positive outcome will be obtained even in number and operation that failed to obtain statistically signifiant result even if the mean score was enhanced in this study, resulting in being more effective teaching strategy for improving young children's mathematical ability.