탐구중심 수학교육의 실행과정에서 나타난 유아교사의 변화 탐색 = A Study in Teacher variations while performed on Inquiry based Early Chilhood Mathematical Education Program

다국어 초록 (Multilingual Abstract)

This research was carried out to identity changes in a teacher's mathematical educational beliefs and their teaching methods, when participating in on Inquiry based Early Childhood Mathematics Education Program. Interviews were carried out with teachers so as to test their aptitude and beliefs regarding mathematics before partaking in this program. As a pre­education for teachers, the possibility of childhood mathematics education, mathematics psychology, concept and teaching method about inquiry based approach were covered and reflective discussion was carried out during program execution process. Qualitative data regarding the teaching process from the class program, teacher's journals and interview data was collected and analyzed. Teachers were surprised at the children's mathematical capabilities which lead to reflections on past mathematical teaching methods. Teachers also pitied children who were deficient in their mathematical abilities. The overall belief regarding mathematics and its teaching methodologies held by teacher's as well as those of parents were affected by the results.

국문 초록 (Abstract)

본 연구는 탐구중심 수학교육의 실천과정에 나타난 교사의 수학교육 관련 신념과 교수실제의 변화를 탐색하기 위해 수행되었다. 프로그램의 실행에 앞서 교사의 수학교수 전반에 관한 생각을 알아보는 면담과 탐구중심 수학교육에 대한 사전교육이 이루어졌다. 프로그램이 실행되는 동안 참여관찰, 심층면담, 교사의 저널쓰기가 진행되었고, 이러한 과정에서 얻어진 자료들은 텍스트분석 되었다. 연구결과 교사는 유아들의 수학적 능력에 놀라움과 그동안의 자신의 수학교수에 대한 반성, 유아들의 수학 능력에 대한 믿음을 보여 주었고, 수학의 본질에 대한 신념과 부모들에 대한 인식, 수학 교수방법에도 변화가 나타났다.

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