통합적 수학활동 운영이 유아의 패턴 인식에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how the mathematical connected curriculum affect the pattern recognition of young children thus providing fundamental information for Mathematics education in early childhood.
To achieve this objective, the following research questions were asked;
1. How does the mathematical connected curriculum affect the pattern recognition of yound children?
1-1. How does it according to the types of activity?
1-2. How does it according to the types of representation?
1-3. How does it according to the basic units?
2. What are the partial co-relations among the types of activity?
3. Are there any differences among the activities by representment types?
The subjects of this study were; twenty-six yound children aged 5 who were in experimental group at a Kindergarten in the city of Goyang City where the mathematical connected curriculum is carried out and twenty-six young children aged 5 who were in comparison group at a Kindergarten in the same area operating the Math program based on Daily Life in the same area.
The tool measuring pattern recognition were adapted from previous research was constructed through adequate modifications and compensations, and preliminary tests. This was used after content validity was assured by a university professor.
The contents of pattern recognition was composed of three sub-categories: the types of activity - recognizing, copying, continuing, inserting, transferring, creating, the types of representation, and basic units. The types of activity were subdivided into three types of representation - visual type, kinetic type, and symbolic type. Each representation type had 4 sub-types of repeated basic unit of pattern: AB, AAB, ABB, and ABC. To assess the difference between the experimental group and the comparison group, and the difference of pattern recognition by the three sub-categories - activity type, representation type, and basic unit were tested by the t-test, and to identify the co-relations among activity types was conducted by the Pearson's correlation.
The results were as follows;
Generally, the mathematical connected curriculum had a positive effect on Kindergarteners' pattern recognition. The mean scores of the experimental group were higher than those of the comparison group. The results of t-test showed a significant difference between the two groups(p<.05).
For pattern recognition by the types of activity, in the four sub-categories - continuing, inserting, transferring, and creating, except two types - recognizing, copying - the mean scores of the experimental group were higher than those of the comparison group. In the categories of transferring and creating, there were significant differences between the two subject groups.
With regard to pattern recognition by the type of representation, in all the categories - visual, kinetic, and symbolic types- the mean scores of the experimental group were higher than those of comparison group, and there were also significant differences between the two subject groups.
With regard to pattern recognition by basic units, the mean scores of the experimental group showed higher than those of the comparison group in all basic units - AB, AAB, ABB, and ABC. There were significant differences between the two subject groups, too.
The co-relations among the type of activity, activity of inserting was associated with activity of continuing. In addition, activity of transferring showed strong co-relations with activities of continuing and inserting, while activity of creating showed strong co-relations with activities of transferring, inserting, and continuing. On the contrary, activity of recognizing was found to have no relation with activity of continuing.
In the area of the differences in activities by representation type, first, regarding visual and kinetic representment types, between the two groups, there were clear differences related to activities of continuing, inserting, transferring, and creating, and regarding symbolic representation type, there was significant difference related to creating activity between the two subject groups.
In conclusion, this study shows the mathematical connected curriculum based program positively affects Kindergarteners' pattern recognition.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 6
• 3. 용어의 정의 = 7
• II. 이론적 배경 = 9
• 1. 유아 수학교육 = 9
• 2. 패턴 = 22
• III. 연구방법 = 28
• 1. 연구대상 = 28
• 2. 연구도구 = 29
• 3. 연구 절차 = 30
• 4. 자료분석 = 37
• IV. 결과 및 해석 = 38
• 1. 유아의 패턴 인식에 미치는 영향 = 38
• 2. 활동유형간 상관관계 = 42
• 3. 표상유형별 활동의 차이 = 42
• V. 논의 및 결론 = 44
• 1. 논의 및 결론 = 44
• 2. 제언 및 제한점 = 49
• 참고문헌 = 51
• 부록 = 56
• ABSTRACT = 73