유치원 교사의 유아수학교육에 대한 인식 = Kindergarten Teachers` Recognition of Mathematics Education for Young Children

다국어 초록 (Multilingual Abstract)

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.

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