유아교사변인과 가정환경변인이 유아 수개념에 미치는 영향 = The Effects of the Variables of Early childhood Teachers and the Variables of Home environment on the Children's Number Concept

다국어 초록 (Multilingual Abstract)

This present study was to investigate the structure of children's number concept, the variables of early childhood teachers(early childhood teachers' mathematics content knowledge and early childhood teachers' mathematics teaching efficacy) and the variables of home environment(family's socio-economic status and mathematic-related process environment).
For the purpose, following research questions were established:
1. How are the direct and indirect effects of the variables of early childhood teachers and the variables of home environment on children's number concept?
1-1. How do the variables of early childhood teachers effect on children's number concept?
2-1 How do the variables of home environment effect on children's number concept?
The Data were obtained from 194 children, 194 their parents who responded to the questionnaire, and 13 early childhood teachers in DaeGu. Mathematical ability Test for Children(Hong et. al, 2006) and Numeral Estimation Test(Siegler & Booth, 2004) were revised and used to measure children's number concept. For teacher, Concept Map(Novak & Gowin, 1984) was used to measure teachers' mathematics content knowledge and Mathematics Teaching Efficacy Beliefs Instrument(MTEBI)(Enochs, Smith & Huinker, 2000) was used. Mathematic-related process environment questionnaire and socio-economic status questionnaire were used for parents.
The data were analyzed with factor analysis, descriptive statistics, Pearson correlations, and covariance structural analysis by using SPSS and LISREL, a statistical program for structural equation modeling, to test whether the hypothesized structural model fitted the collected data well.
The major findings of this study were as follows:
First, early childhood teachers' mathematics content knowledge affects children's number concept positively. But early childhood teachers' mathematics teaching efficacy doesn't affect children's number concept positively. Teachers' mathematics content knowledge affects their mathematics teaching efficacy and Teachers' mathematics content knowledge affects children's number concept indirectly through their mathematics teaching efficacy indirectly.
Second, family's socio-economic status affects children's number concept positively. But mathematic-related process environment doesn't affect children's number concept positively. Family's socio-economic status does affect mathematic-related process environment. Family's socio-economic status affects children's number concept indirectly through mathematic-related process environment.
Specifically, indirect effect of teachers' mathematics content knowledge was mediated by teachers' mathematics teaching efficacy. Indirect effect of family's socio-economic status was mediated by mathematic-related process environment, too. To analyze the environment effects on the number concept development of children, indirect effects as well as direct effects of such variables, influencing the children's number concept, should be considered.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 문제제기 = 1
• 2. 용어정의 = 5
• 3. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 유아 수개념 = 8
• 2. 유아교사변인과 유아의 수개념 = 19
• 1) 유아교사의 수학 교과지식 = 19
• 2) 유아교사의 수학 교수효능감 = 22
• 3) 유아교사의 수학 교과지식과 유아 수개념 = 23
• 4) 유아교사의 수학 교수효능감과 유아 수개념 = 24
• 5) 유아교사의 수학 교과지식과 수학 교수효능감 = 25
• 3. 가정환경변인과 유아 수개념 = 25
• 1) 사회경제적 지위와 유아 수개념 = 26
• 2) 수학관련 과정환경과 유아 수개념 = 28
• 3) 사회경제적 지위와 수학관련 과정환경 = 31
• 4. 유아교사변인 및 가정환경변인과 유아 수개념 = 31
• 5. 연구 가설 = 34
• Ⅲ. 연구방법 = 35
• 1. 연구대상 = 35
• 2. 연구도구 = 37
• 3. 연구절차 = 44
• 4. 자료분석 = 45
• Ⅳ. 연구결과 = 48
• 1. 유아교사변인 및 가정환경변인과 유아 수개념 간의 인과관계 모형 = 48
• 1) 유아교사변인이 유아 수개념에 미치는 영향 = 57
• 2) 가정환경변인이 유아 수개념에 미치는 영향 = 58
• Ⅴ. 논의 = 60
• 1. 유아교사변인 및 가정환경변인의 유아 수개념에 대한 영향의 인과관계 = 60
• 1) 유아교사변인이 유아 수개념에 미치는 영향 = 60
• 2) 가정환경변인이 유아 수개념에 미치는 영향 = 63
• Ⅵ. 결론 및 제언 = 67
• 참고 문헌 = 69
• Abstract = 85
• 부록 = 87