유아수학교육과정의 구성 및 유아수학교육 환경에 관한 연구

서현아(Seo Hyun Ah),배지미(Bae Ji Mi) 경성대학교 인문과학연구소 2002 인문학논총 Vol.6 No.-

This study analyzed the purpose, the contents, the methods, and the construction of math curriculum for young children. In this thesis, the environment of math education for young children was also examined in order to provide a basic information to guide the preschool math education into development. The purpose of math education for young children should be to complete all-round education, in which young children find themselves to enjoy studying mathematics even in everyday life, raising mathematical ability to solve a problem. The contents of math education for young children involve the strengthening of numerical concept and the increase of number counting ability through number counting practice, number reading and number writing. Traditional math education has been transformed into a new math education including abilities to solve a problem, to deduce a phenomenon, to develop mathematical communication and its pattern, to organize and manage a situation, to increase the sense of number and guessing calculation, and to handle the computer. The new math education is also focusing not only on fostering logic mathematical ability, but also on efficiently responding to information society in 21st century. Young children are characteristic of learning better through direct and specific experience. Math education methods for young children should be approached with various genres that can give young children direct experience through everyday life, literature, survey, group game and art. Appropriate learning activities for young children should also be performed through their direct participation. This study recommended that math education for young children should not evaluate simply accumulated knowledge or a partial side, but every area in mathematics and versatile abilities of young children. In conclusion, building of area and activity data in the environment of math education for young children should provide children and teachers with intriguing area and specific and practical activity data to meet learning inquisitiveness of young children through search.

유치원 교사의 유아수학교육에 대한 인식

서현아 ( Seo Hyeon A ),배지미 ( Bae Ji Mi ) 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.1

The purpose of this study is to obtain basic information necessary for establishing the right direction for the development of mathematics education for young children by examining teachers’ recognition regarding the objectives, courses, methods and evaluation of the mathematics education according to their teaching experience, educational background and young children’s ages under their responsibility and types of kindergartens where they work. Four hundred and twenty six teachers from public and private kindergartens located in Busan were investigated. The device used for the study was a questionnaire for surveying teachers, which was developed by the researcher based on related literature and previous studies and then verified in validity by professionals concerned. For data processing, the objectives and courses of math education for young children were analyzed using t-test or F-test and the methods and evaluation of the education, using χ2test. Results of the study can be summarized as follows. First, for the objectives of mathematics education for young children, teachers understood that ‘the recognition of the value of maths’, ‘abilities of mathematical reasoning and thinking’ and ‘creative approaches to mathematical problems’ were specially important. There were statistically significant differences in such understanding according to the teachers’ teaching experience and young children ages under their responsibility. Second, for the courses of mathematics education for young children, teachers considered as specially important ‘classification and ordering’ ‘understanding basic concepts of number’ and ‘computer’. Such consideration showed statistically significant differences according to the teachers’ teaching experience and young children’s ages under their responsibility and types of kindergartens. Third, regarding the methods of mathematics education for. young children, teachers perceived ‘small groups’ as best suitable for mathematical activities, and ‘activities of free choosing’ and ‘games’ as better for mathematical instruction. The teachers also recognized the necessity of computer in mathematics education for young children. For them, ‘plays’ were most effective for such education and ‘object manipulation’, the most effective education media to mathematical activity. Teachers responded that ‘the excessive number of young children’ and the teachers’ lack of expertise and skills related to mathematics education for young children’ were challenging to such education’. And they understood that their roles in such education lay in ‘interactions with young children’. Fourth, for the evaluation of mathematics education for young children, teachers perceived that ‘the extent to which mathematics is utilized in solving daily problems’ was the most important goal of such evaluation. For the respondents, the use of outcomes from mathematics activities(portfolios) was the best way of the evaluation and ‘the application to follow-up mathematics instruction’, the best direction of using results of the evaluation. ‘Understanding basic concepts of number’ was regarded by teachers as the most important. For them, ‘the evaluation of mathematical objectives’ was also a part of the evaluation of mathematics education for young children.

수학활동자료에 대한 교사 인식

서현아 ( Hyun Ah Seo ),배지미 ( Ji Mi Bae ),최남정 ( Nam Jeong Choi ) 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.3

The purpose of this study has been to investigate the teachers perceptions about mathematical activity materials and the current status of such materials kept and utilized by kindergartens. For this purpose, the researchers surveyed 386 teachers from public and private kindergartens located in Busan. The collected data was analyzed using the F-test and the x2(chi-square) test. The results of the study are described below. First, there were statistical differences in the perceptions of the mathematical activity materials support methods, the most effective form of mathematical activity materials in mathematical action, and the use of mathematical activity based on the teacher`s experiences. Second, there were statistical differences in the perception of the mathematical activity materials in the support method for children, the most effective materials in child mathematical education, the selecting and purchasing of mathematical activity materials, changing mathematical activity materials in their classroom, and use of the materials in child mathematical education based on the teacher`s educational coursework background. Third, there were statistical differences in the perception of the mathematical activity materials in their kindergarten, the form of mathematical activity materials in child mathematics education, selecting and purchasing of the materials, and use of the materials in child mathematical education based on the age of the children the teachers were in charge of educating. Last, there were statistical differences in the perception of the mathematical activity materials in the proposal of the materials to the children, the difficulty level in developing the mathematical materials, selecting and purchasing of the materials, and changing the materials in their classroom based on the establishment style of the educational institution.