예비교사의 유아 수학교육내용에 대한 분석 = Preservice Teachers" Concept Map Analysis about Early Childhood Mathematics Instructional Contents

국문 초록 (Abstract)

  본 연구는 예비 유아교사들의 수학교육내용에 대한 지식 정도를 수학교육내용에 대한 개념도를 통해 분석하였다. 연구 대상은 유아 수학교육을 수강하는 60명의 예비교사이다.<BR>  예비교사들의 개념도 분석 결과 예비교사들은 분류, 수의 기초개념 이해하기, 순서짓기, 공간과 도형, 측정, 통계, 컴퓨터 등을 유아 수학교육 내용의 상위 개념으로 생각하였다. 이런 결과는 예비교사들이 생각한 상위개념이 제6차 유치원 교육과정이나 NCTM에서 제시하는 수학교육 내용과 일치하는 것으로 나타났다. 예비교사들은 6차 유치원교육과정 탐구 생활영역에 비추어볼 때 수학교육내용에 대해 비교적 정확한 지식을 가지고 있음을 알 수 있다. 그러나 수학 교육 내용에 대한 중요성을 인식하는 정도나 종속개념의 수, 위계는 상위개념마다 차이가 있었다.

다국어 초록 (Multilingual Abstract)

  The purpose of this study is to investigate the preservice teacher"s knowledge about early childhood mathematics instructional content. Concept mapping was used to investigate Preservice Teachers" knowledge about early childhood mathematics instructional content. Subjects were 60 preservice teachers who were attending early childhood mathematic course.<BR>  The findings of the study suggest that the preservice teachers view classification, basic concept of numbers, seriation, spatial and geometry, computer, measurement, and statistics as the most crucial concepts needed to be learned. The results of the study show that what the preservice teachers as the most crucial concepts are in match with at the sixth version of The National Kindergarten Curriculum" and "National Council of Teacher of Mathematics(NCTM). In terms of rank, there was ‘basic concept of numbers’(2.62), ‘spatial and geometry’(2.62), ‘classification’(2.56). And in terms of amount of subordinate concepts, there were ‘basic concept of numbers’ and ‘seriation’. It means that preservice teachers possess knowledge about ‘basic concept of numbers’. Also, in terms of point of character, there were ‘basic concept of numbers’(0.23), and ‘classification’(0.17) in order. The ‘basic concept of numbers’ showed the higher frequency usage and were ranked higher. It means that teachers-in-training stress the ‘basic concept of numbers’ in the content of early childhood mathematics education.<BR>  It appears that preservice teachers have the knowledge for the sixth version of The National Kindergarten Curriculum. However, there is a gap in the number of teachers who fully understanding the lessons taught in that field according to the subordinate concept. These teachers tend to teach only the areas in which they fully understand. Therefore, it is essential to fully prepare these preservice teachers to be able to teach all areas of study to the student. The teachers need to be taught in a more practical way so that they are able incorporate them in their future lesson plans. They need to continue to learn new ways of teaching and to keep what they have learned in the past.

목차 (Table of Contents)

• 《요약》
  Ⅰ. 서론
  Ⅱ. 연구방법
  Ⅲ. 연구의 결과 및 해석
  Ⅳ. 논의 및 제언
  참고문헌
  ABSTRACT