유치원 교육활동 지도자료집의 수학교육내용 분석 = An Analysis of Teaching Resources for Children's Mathematics Learning

다국어 초록 (Multilingual Abstract)

The objective of this research is to investigate the contents, level, and kinds of activity of mathematics learning in A Guide Materials On The Education Activity In Kindergarten(The Ministry of Education, 1998), which is most utilized in planning and selecting the activities for mathematics learning, producing materials, and searching learning methods.
The results of this research are as following.
According to the analytic results of A Guide Materials On The Education Activity In Kindergarten, the total number of mathematics activities is 167 and the learning contents appear to concentrate on the field of distribution and conception of number. The activities for the minute purpose of mathematics learning overemphasize the lower purpose from 1 to 2, and moreover leave much to be desired in the aspect of successive suggestions related with the degree of difficulty.
In addition, among the kinds of activities, the concrete-pictorial activities are most to the degree of one second, and in order pictorial-symbolic activities, concrete-realistic activities, pictorial-pictorial activities, while concrete-symbolic activities and symbolic-realistic activities appears to be relatively less. The activity materials reflect that the supply of concrete handling objects enables children themselves to perform the intelligent thought.
In the course of investigating the Guide Materials On The Education Activity In Kindergarten, I could search several suggestions for the improvement as following.
First of all, although the mathematics learning activities in kindergartens are mostly based on real activities and integral experiences, the guide materials in kindergartens should help us subdivide contents by years and terms and plan the contents, activities, materials, and other fields of mathematics learning related with monthly living subjects and chapters. The guide materials should be made up of activities to satisfy the increasing intelligent thoughts of children taking part in the mathematics-related activities, and should provide them systematically according to the level of math activities.
Second, since the contents and activities of mathematics concentrate on the lower purpose from 1 to 2, it is necessary to develop and supplement the activities of each purpose in order to achieve a balanced mathematics learning. This doesn't mean that it should contain the same rate of activities, but rather we should help children broaden balanced mathematical experiences and thought through various activities for each purpose.
Third, most of all mathematics learning activities should be exciting and interesting, and be performed positively. Moreover, it is most necessary to provide the best environment that children can participate in the mathematics learning activities positively.
Finally, in order to emphasize the creation of concrete handling objects necessary for the mathematics learning activities of children, the materials should be made on the basis of the degree of intelligence, opportunity of positive thinking activities, and connection with the former knowledges.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 유아 수학교육의 동향 = 5
• 2. 유아 수학교육의 목적 = 8
• 3. 유아 수학교육의 내용 및 교육방법 = 11
• 4. 유아 수학교육을 위한 교사의 역할 = 23
• Ⅲ. 연구방법 = 31
• 1. 연구자료 = 31
• 2. 연구도구 = 31
• 3. 연구절차 = 36
• 4. 연구의 제한점 = 36
• Ⅳ. 결과 및 해석 = 37
• 1. 수학교육 내용의 범주별 분석 = 37
• 2. 수학활동의 수준별 분석 = 42
• 3. 수학활동의 유형별 분석 = 47
• Ⅴ. 논의 및 결론 = 55
• 1. 요약 및 논의 = 55
• 2. 결론 및 제언 = 62
• 참고문헌 = 64
• Abstract = 69