유아사회교육과 수학교육의 통합적 접근을 위한 기초 연구 = A Conceptual Framework for Social Mathematics and its Application in Early Childhood Education

다국어 초록 (Multilingual Abstract)

Most early childhood educators so far generally have concentrated on the methodological issue of the integrated approach and paid little attention to the issue of what is being integrated and why. This study therefore has attempted to set up the conceptual framework for social mathematics, an integration of social studies and mathematics in terms of educational objectives, contents and teaching-learning methods. This study consists of the following items: 1) setting up the conceptual model for the integrated approach to social mathematics and its applications, 2) identifying the educational objectives of social mathematics based on the position statements of NCSS, NCTM, and the Korean National Kindergarten Curriculum, 3) selecting the content for an integrated social studies and mathematics from the sub-areas, Social Phenomena and Environment and Logical-Mathematical Inquire, in the National Kindergarten Curriculum, 4) suggesting possible teaching-learning methods and activities for social mathematics. The study finds that logico-mathematical thinking is essential for developing environmental and sociocultural understanding in young children by experientially connecting social mathematics to socio/cultural concerns, and assisting students in understanding how they function. The study implies that kindergarten teachers need to recognize the necessity of meaningful connections between social studies and mathematics. Various ways of teaching social math needs to be explored and the effectiveness of integrating social studies and mathematics should be confirmed in later classroom research.