NCTM의 數學敎育 內容基準에 따른 우리나라 幼兒數學敎育 內容의 分析 = Analysis on contents of early childhood mathematic education in Korea according to content standards of NCTM

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the content of early childhood mathematics education in Korea and to analyze it according to the standards for content of mathematics education suggested by NCTM. With this in mind, the researcher set up the following research problems.
1. What is the content of early childhood mathematics education in pre-service programs for early childhood teachers according to the standards for content of mathematics education suggested by NCTM.
2. What is the content of mathematics education in the teachers' guides for kindergarten educational activities according to the standards for content of mathematics education suggested by NCTM.
3. What is the content of mathematics education in kindergarten according to the standards for content of mathematics education suggested by NCTM?
4. What do kindergarten teachers think about the problems regarding the content of early childhood mathematics education in Korea?
With this in mind, the researcher did an analysis of teaching plans, textbooks for early childhood mathematics education suggested by universities and colleges across the nation, and 10 volumes of teaching guide collections for kindergarten educational activities. In terms of content of kindergarten mathematics education, the researcher interviewed 40 kindergarten teachers in public and in private schools across the nation in regard to the maps of conception. Then the researcher looked into the findings according to five mathematics educational standards suggested by NCTM. In order to identify the teachers' understanding of the problems with the content of early childhood mathematical education in Korea, the researcher interviewed the subjects and relied on statistic treatment through interviews.
The findings were as follows:
First, the content of early childhood mathematics education in pre-service programs for early childhood teachers added three more factors such as classification, seriation, and parts and whole to the five standards of NCTM, including number and operations, algebra, measurement, geometry, data analysis and probability. According to NCTM, classification and seriation were suggested to activity methods rather than math contents, and parts and the whole were the subordinate factors of number and operations. NCTM put much emphasis on numbers and geometry as the key content of early childhood mathematics education, whereas the pre-service programs for early childhood teachers highlighted classification and seriation. So there was an obvious difference between the former and the latter. NCTM also dealt deeply with a variety of content, while the pre-service programs for early childhood teachers dealt with a rather restricted content.
Second, the content of mathematics education in the teaching guides of kindergarten educational activities included classification, basic concepts of numbers, space, figures, measurement, time, and statistics. According to NCTM, classification and seriation were included in activity methods, and space and figures were included in geometry, and time was included in measurement. On the other hand, the teaching guides of kindergarten educational activities had this pattern where one of the five content standards of NCTM was included in seriation as its subordinate concept. There were lots of differences in the range of the content and system between the two programs. NCTM put emphasis on numbers and geometry as the key content of early childhood math education, while the teaching guides for kindergarten educational activities highlighted classification and seriation. This means that there was an obvious difference between the two. The latter turned out to be lacking in statistic activities in light of the emphasis of the five standards for content suggested by NCTM. While NCTM dealt with a variety of ramified and deep concepts, the teaching guides dealt with basic and restricted content.
Third, the content of kindergarten mathematic education included numbers, classification, seriation, measurement, space, time, figures, statistics and patterns, while the NCTM included five standards of content. There were lots of differences in the range and system of content for NCTM, including classification and sedation in activity methods, space and figures in geometry, and time in measurement. NCTM also put emphasis on numbers and geometry as the key content of early childhood mathematic education, whereas the latter highlighted numbers, classification and seriation and this means that there was a difference in the emphasizing points between the two. NCTM also suggested a wide range of content in a ramified fashion, whereas the content of mathematics education suggested by kindergartens dealt only with basic and restricted content.
Forth, the survey showed that the content of early childhood mathematic education at the pre-service programs for early childhood teachers were far from the real mathematical capacity of young children, and that the standards( I .Ⅱ) for the number of kindergarten curriculum were below the level of young children, the subjects thinking that they were lacking in the knowledge of the content of mathematics.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 및 문제 = 4
• Ⅱ. 이론적 배경 = 5
• A. 우리나라 유치원 교육과정의 수학교육 내용 = 5
• B. NCTM의 수학교육 내용기준 = 12
• C. 선행연구의 고찰 = 35
• Ⅲ. 연구의 방법 = 40
• A. 연구의 대상 = 40
• B. 연구의 도구 = 42
• C. 연구의 절차 = 43
• D. 자료의 처리 = 45
• Ⅳ. 결과의 해석 및 논의 = 47
• A. 결과 해석 = 47
• B. 논의 = 81
• Ⅴ. 요약 및 결론 = 90
• A. 요약 = 90
• B. 결론 = 92
• C. 제언 = 93
• 참고문헌 = 96
• 부록 = 103
• ABSTRACT = 131