유아의 산수학습잠재력 측정 연구 = (A) study of math learning potential measurement for young children

다국어 초록 (Multilingual Abstract)

The purpose of this study were 1) to investigate the changes of score, error-types and the types of strategic behaviors between pre and post MLPMD(the Math Learning Potential Measurement Device) tests which come from an experimental group and a control group in a 4-year-old and 5-year-old class and 2) to make clear the effect of the exercise in math learning ability through this dynamic assessment.
The subjects of this study were 102 children, 4 or 5 years old, selected from 2 private kindergartens in Pusan.
The measuring tools used in this study were
1) the KIRBS Intelligence Scale for Children(KISC) in order to devide the experimental group and control group.
2) the Math Learning Potential Measurement Device(MLPMD).
The results of this study were as follows:
First, the 4-year-old experimental group and control group showed no significant difference in the numbers of correct answers between the pre and post MLPMD tests. The 5-year-old experimental group showed significant difference in the number of correct answers between the pre and post MLPMD tests(t=-2.84, p<.01). The 4-year-old experimental group didn't show any significant difference except for increased mean scores.
In view of question types, the 4-year-old experimental group showed a significant difference in addition questions involving one unknown at 5% level and the 5-year-old experimental group showed a significant difference in the addition questions involving 3 numbers and the addition questions involving and unknown at each 1% and 5% level.
Second, there were some changes in the error-types between pre- and post-tests. The 4-year-old experimental group showed an increased number of correct answers and a decreased number of no responses, close errors and ballpark errors. The 5-year-old experimental group and control group showed an increase in the number of correct answers and close errors, and a decrease in the ballpark errors, wild errors and no responses.
In view of the ratio of each error-type in the incorrect answers, the 4-year-old experimental group showed an increase (36.1% to 37.39%) in the close errors and a decrease (41.38% to 38.62%) in the ballpark errors. The 5-year-old experimental group showed an increase (41.83% to 54.40%) and decrease (41.83% to 32.81%) in the ballpark errors and (16.34% to 12.79%) in the wild errors.
Third, there were also some changes in the types of strategic behaviors between pre- and post-tests. The 4-year-old experimental group showed an increase in using the numbers and tokens to solve the problems, but a decrease in using their fingers and number facts. The control group showed an increase only in using the tokens and a decrease in the using the use of other strategies. The 5-year-old experimental group showed an increase in the use of numbers, tokens, and fingers from the pre-test. The control group showed an increase in the use of tokens and fingers but showed an decrease in the use of number facts from the pretest.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 8
• 1. 역동적 측정 연구 = 8
• 2. 유아의 수개념 발달 = 10
• 3. 산수학습능력의 역동적 측정 = 16
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 검사 도구 = 19
• 3. 연구 절차 = 22
• 4. 자료 처리 = 24
• Ⅳ. 결과 = 27
• Ⅴ. 요약 및 논의 = 38
• 1. 요약 = 38
• 2. 논의 = 40
• ※ 참고문헌 = 45
• ※ 부록 = 50
• ※ 영문초록 = 69