유아 수학교육에 대한 유치원 교사의 인식 및 요구 조사 = The Research of Kindergarten Teacher's Acknowledgement and Requirements in Teaching Mathematics to Children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to propose basic materials necessary to establishment of direction as well as method of its development regarding public, private kindergarten teachers' recognition of and request to desirable math education for children. To attain at this goal, I have established the following research issue:
Research issue. Is there any difference between teachers' recognition of and request to math education for children depending upon teachers' professional career, academic career, and established institute?
This research was conducted targeting at and handing out questionnaires to some 130 kindergarten teachers working for 80 or more public·private kindergartens located in Choong-cheong-nam-do. As a result, I have come to these conclusions after applying its result to statistical programming of SPSS 10.0.
At first, in light of goal of math education for children, teachers with over 10 years to under 15 years of professional career ranked on average 4.51, in light of academic career, undergraduate teachers ranked on average 4.37, and in light of established institutes, private institute teachers ranked on average 4.30, showing higher recognition than other teachers, however it showed no significant difference in statistics.
Secondly, in light of math education for children, teachers with over 10 years to under 15 years of professional career ranked on average 4.01, in light of academic career, undergraduate teachers ranked on average 3.91, and in light of established institutes, private institute teachers ranked on average 3.93, showing higher recognition of math education for children than other teachers, however it showed no significant difference in statistics.
Thirdly, in light of methodology of math education for children, 'small group' was recognized as the easiest size of a group for math education for children, and some of the most enjoyable activities to teach math to children were proved to be 'free selective activities', 'game', 'cooking activities', etc. some of the most effective math plays were reported to be math education activities for children 'fun and play math' and 'group game math', when instructing math education for children, 'a role to have an interaction with children' is deemed one of the most important roles in teachers.
Fourthly, teachers seemed to, in light of assessment of math education for children, had put, in their recognition, the most importance on 'identification of basic materials about follow-up math teaching-learning activities plan' as a way to utilize assessment report most desirably, and in light of a function to assessment as in assessment of math education for children, they put the most importance on 'identification of utilization degree of math in the course of solving daily issues and problems' and 'identification of children's self-confidence and attitude to math' in their recognition.
In addition, they agreed that they should first put 'the number and operation' on priority when taking into account of assessment of children's math education, and they added that they considered most desirable methods when assessing math education for children in the order of 'activity result', 'check list', and 'match making·related making' according to their recognition.
At last, they pointed out that they have too many children to take care of during math education activities for children at classroom and they are short of textbooks and teaching tools as one of the hardest difficulties according to their recognition. What seems the most necessary to math education for children is 'to development and distribute materials and guidebooks', In order to conduct desirable math education for children, they seem to request 'distribution of math learning materials' with regard to assistance in such activities by the kindergartens or the Ministry of Education and Human Resources Development.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 7
• 3. 연구의 제한점 = 8
• Ⅱ. 이론적 배경 = 9
• 1. 유아 수학교육에 대한 유치원 교사의 인식 = 9
• 1) 유아 수학교육의 목적 = 9
• 2) 유아 수학교육의 내용 = 13
• 3) 유아 수학교육의 방법 = 21
• 4) 유아 수학교육의 평가 = 29
• 2. 유아 수학교육의 인식 및 요구에 관한 선행연구 = 34
• Ⅲ. 연구방법 = 38
• 1. 연구대상 = 38
• 2. 연구도구 = 39
• 3. 연구절차 = 40
• 4. 자료분석 = 41
• Ⅳ. 결과 및 해석 = 42
• 1. 유아 수학교육의 목적 = 42
• 2. 유아 수학교육 내용 = 47
• 3. 유아 수학교육 방법 = 51
• 4. 유아 수학교육 평가 = 55
• 5. 유아 수학교육에 대한 요구 = 59
• Ⅴ. 논의 및 결론 = 62
• 참고문헌 = 70
• 부록 = 75
• ABSTRACT = 83