유치원 수학 학습자료의 활용현황에 관한 연구

Abstract

The purpose of this research is to provide a documentary basis to encourage the research and development of superior, more appropriate mathematics education materials for young children, by examining the extent of their possession and utilization in kindergartens, and the present condition of their publication. This research was conducted through questionnaires, delivered by mail and in person, filled out by I teacher in each of 43 kindergartens in Taegu. The answers to the questionnaires were processed based on the percentage method, and the results are as follows. 1. Condition of availability of materials: mathematics education materials available in kindergartens were found to be insufficient; the reasons were the lack of effort by teachers to develop new materials, as well as the lack of marketed materials. Examination of the availability of mathematics education materials revealed that among concrete materials, only centers of classification, comparison, measurement and number concepts materials were available in more than 50%, of the kindergartens, while the remaining centers' availability was low. The availability of visual materials (flannel board, pictures) and symbolic materials (mathematics study materials, mathematical stories) was high. 2. Selection and utilization of materials: Most of the teachers surveyed acknowledged the necessity for mathematics education materials, and pointed out that utilization of specific materials was most effective. In cases where the teacher selected the instructional materials, the standards considered were first, the stage of the child's development, second, materials appropriate for the contents of study, and third, the number of children in the class; it was found that, in the majority of kindergartens, there were no separate centers of mathematics. On the whole, materials with higher availability were also utilized more. 3. Condition of materials production: 48.8% answered that the materials used were produced by teachers, while 37.2% answered that everyday materials were used; this suggested that most of the mathematics materials are not yet available as marketed products. Also, 58%, answered that marked materials are ineffective. All teachers answered that they have experience in producing materials on. number concepts, and that in producing these materials, they procured information mainly from reference materials and professional publications. They also responded that the problems encountered in producing materials were mostly due to difficulties in collecting information.;본 연구의 목적은 유치원의 수학 학습자료에 대한 보유·활용 그리고 제작현황들을 살펴 보는 것이다. 본 연구에서는 대구시내 43개 유치원에서 교사1인씩 총43명을 대상으로 방문하여 질문지 조사를 실시하였다. 질문지의 응답은 백분율 및 순위에 의하여 처리되었으며, 그 조사결과는 다음과 같다. 1. 자료의 보유현황: 유치원에서 보유하고 있는 수학 학습자료는 부족한 것으로 나타났는데 그 이유는 교사의 제작노력이 부족하고, 상품화된 자료의 부족이라고 나타났다. 수학자료의 보유도를 살펴보면 구체적 자료중에는 분류·비교·측정·수개념영역의 자료만이 50%이상의 유치원에서 보유하고 있고, 나머지 영역은 보유도가 낮았다. 반면 영상적자료(융판, 그림)와 상징적 자료(수학 학습지, 수학적 이야기)의 보유도는 높게 나타났다. 2. 자료의 선택 및 활용현황: 교사들은 대부분 수학 학습자료가 필요하다고 인정하였고 구체적 자료의 활용효과가 가장 높다고 지적하였다. 교사가 학습자료를 선택할 경우, 고려하는 기준은 첫째, 유아의 발달단계, 둘째, 학습내용에 알맞는 자료, 세째, 학급 인원수의 순으로 나타났으며 대부분의 유치원에는 별도의 수학공간은 없는 것으로 나타났다. 대체로 보유도가 높은 자료가 활용도도 높았다. 3. 자료의 제작현황: 활용하는 자료가 교사제작이라는 응답이 48.8%, 생활주변 자료가 37.2 %로 대부분의 유치원 수학자료가 상품화 되 <원문누락>