유아수학능력에 영향을 미치는 개인 및 가정환경 변인 분석

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to analyze individual and home environmental variables which were thought to be closely related to young children's mathematical ability. To this end, the following research questions were developed.

1. What relationship exists between individual variables and young children's mathematical ability?
1-1. Is there any correlation between children's age and their mathematical ability?
1-2. Is there any correlation between children's intelligence and their mathematical ability?
1-3. Is there any correlation between children's mathematical attitude and their mathematical ability?
2. What relationship exists between home environmental variables and young children's mathematical ability?
2-1. Is there any correlation between household income and young children's mathematical ability?
2-2. Is there any correlation between parents' educational background and young children's mathematical ability?
2-3. Is there any correlation between EC-HOME (Early Childhood Home Observation for Measurement of the Environment) and young children's mathematical ability?
2-4. Is there any correlation between children's math learning experiences and their mathematical ability?
3. Between the individual variables and the home environmental variables, which variables have more influential effects on children's mathematical ability?

To find out the answers to these research questions, data from 210 children with 4-5 years of age, who enrolled at either kindergartens or child care centers in Daegu and Gyungbuk provinces were collected and measured.

Four different tools were employed for the measurement of the independent and dependent variables.
First, young children's mathematical ability evaluation scales by Hye-jin Choi and Hae-ik Hwang(2007) were used in assessing the children's mathematical ability. Second, P.I.T(Pictorial Test of Intelligence) by French(1980) was used for the measurement of children's intelligence. Third, the children's mathematical attitude was measured by the modified version of young children's mathematical attitude evaluation scales(Harter and Pike, 1984). Finally, the modified version of EC-HOME(Early Childhood Home Observation for Measurement of the Environment) by Caldwell and Bradley(2003) was used for measuring children's home environment.
All the data were measured by these tools above, and then statistically analyzed by Pearson Correlation Coefficient and Multiple Regression Analysis.

The findings of the present study are as follows: First, the relationship between children's age and their mathematical ability had a statistical significance. Second, it was found that there was a statistically significant relationship between children's intelligence and their mathematical ability. Third, the relationship between children's mathematical attitude and their mathematical ability displayed a statistical significance. Particularly, a sub-variable of mathematical attitude, that is, perception of other individuals' evaluation showed a high correlation with children's mathematical ability. Fourth, household income was found to be correlated with children's mathematical ability. The children, whose parents have a high economic status, showed a high mathematical ability.
Fifth, parents' educational background was found to have statistically significant relationship with children's mathematic ability. Specifically, mothers' educational background was revealed to be related with children's mathematical ability more than that of fathers', suggesting that since mothers in Korea generally have large responsibility for child care and education, children seemed to be more influenced by their mothers than fathers. Sixth, the relationship between the degree of home educational environment and children's mathematical ability was statistically significant. Seventh, children's math learning experiences were found to be related with their mathematical ability.
Particularly, the degree of children's extra exposure to math learning outside of child care centers or kindergartens had an effect on the improvement of their mathematical ability. Eighth, as for the relative contribution of the variables to children mathematical ability, children's intelligence was thought to be the most contributable variable, followed by perception of other individuals' evaluation (a sub-variable of mathematical attitude), children's age, children's enthusiasm for math learning (another sub-variable of mathematical attitude), children's math learning experiences, and learning methods (a sub-variable of EC-HOME). In other words, the individual variables such as children's intelligence, mathematical attitude, and age had an influence on children's mathematical ability more than such home environmental variables as household income and parents' educational background.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 연구 문제의 진술 1
• 2. 용어의 정의 6
• 1) 유아 수학능력 6
• 2) 유아의 수학적 태도 7
• 3) 유아의 지능 7
• 4) 가정환경변인 7
• Ⅱ. 이론적 배경 9
• 1. 유아 수학 교육 9
• 1) 유아 수학교육의 목표 9
• 2) 유아 수학교육의 내용 10
• (1) 수와 연산 12
• (2) 공간과 기하 12
• (3) 측정 13
• (4) 패턴 14
• (5) 자료의 조직과 분석 14
• 2. 유아 수학능력의 발달 15
• 1) 수와 연산 15
• 2) 공간과 기하 17
• 3) 측정 18
• 4) 패턴 20
• 5) 자료의 조직과 분석 20
• 3. 유아 수학 능력관련 변인 21
• 1) 개인 변인 21
• 2) 가정환경 변인 23
• Ⅲ. 연구방법 25
• 1. 연구대상 25
• 2. 측정도구 26
• 1) 유아 그림 수학능력 검사 26
• 2) 유아 그림 지능 검사 26
• 3) 유아의 수학적 태도 27
• 4) 유아 가정환경자극척도 28
• 3. 연구절차 30
• 4. 자료분석 31
• Ⅳ. 연구결과 33
• Ⅴ. 논의 40
• Ⅵ. 결론 및 제언 49
• 참고문헌 51