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    미술을 통한 수학교육이 유아의 수학적 지식과 태도에 미치는 영향 = The Effect of Math Education through Art on the Young Children`s Mathematical Knowledge and Attitude

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    https://www.riss.kr/link?id=A19665381

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    This study investigates the effect of Math Education through Art program on young children`s mathematical knowledge and attitude. The subjects, all 4-years-olds, were divided into two groups. One group, as a experimental group (n=23), was exposed to MEA program for seven and the second served as a control group (n=23). The instruments for pre-test and post-test were the mathematics domain of Lee et. al.(1993)`s School Readiness Test and the portfolio-based assessment for mathematical attitude. The major results are as follows: first, the MEA program was effective for enhancement of most domains of mathematical knowledge of young children with the exception of the `time concept`; second, the MEA program demonstrated no significant effects of the mathematical attitude of young children. Implications of these results are discussed.
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    This study investigates the effect of Math Education through Art program on young children`s mathematical knowledge and attitude. The subjects, all 4-years-olds, were divided into two groups. One group, as a experimental group (n=23), was exposed to M...

    This study investigates the effect of Math Education through Art program on young children`s mathematical knowledge and attitude. The subjects, all 4-years-olds, were divided into two groups. One group, as a experimental group (n=23), was exposed to MEA program for seven and the second served as a control group (n=23). The instruments for pre-test and post-test were the mathematics domain of Lee et. al.(1993)`s School Readiness Test and the portfolio-based assessment for mathematical attitude. The major results are as follows: first, the MEA program was effective for enhancement of most domains of mathematical knowledge of young children with the exception of the `time concept`; second, the MEA program demonstrated no significant effects of the mathematical attitude of young children. Implications of these results are discussed.

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