Korean Journal of Child Studies (아동학회지)
- Volume 28 Issue 3
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- Pages.133-148
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- 2007
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- 1226-1688(pISSN)
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- 2234-408X(eISSN)
The Impact of Child/Teacher Initiated Math Games on Children's Mathematical Ability
유아와 교사의 주도적 수학게임 교수-학습방법이 유아의 수학적 능력에 미치는 영향
- Received : 2007.02.28
- Accepted : 2007.05.01
- Published : 2007.06.01
Abstract
The 90 children in this study were grouped with 30 each in the experimental group, and the 2 comparison groups. Research methods over 8 weeks were in the sequence starting from teacher/assistant teacher education, then pretest, followed by development-adaptation of experimental model of math games, and post-test. The experimental group conducted child-initiated math games, comparison group I children proceeded with teacher-initiated math games, and comparison group II children proceeded with co-initiated math games. Statistical evaluation was by ANOVA and ANCOVA. Findings were that the child-initiated math game group scored higher on children's mathematical ability than the two comparison groups. Boys in the experimental group scored higher on children's mathematical ability than girls.