• Journal for History of Mathematics
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• v.28 no.6
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• pp.349-363
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• 2015

In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.123-140
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• 2010

In general, early childhood mathematics education is conducted and operated in early childhood education curriculum. Moreover, Korean early childhood education is approached and conducted by an U.S. NCTM. So, it is meaningful to compare American and Korean early childhood mathematics education curriculum. Therefore, I has studied how those points of views of the mathematics education are instituted in the curriculums respectively. The main purpose of this study is to investigate principles of NCTM(National Council of Teacher of Mathematics): content standards and process standards. I hope the finding of this study would reflect to the 7th Korean early childhood mathematics education including learning and curriculum constitution.

• Journal for History of Mathematics
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• v.31 no.2
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• pp.93-108
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• 2018

In Nuri curriculum, Korean traditional culture has presented by 'Our country's plays and arts'. Games in the traditional play culture for children include ones such as tangram, top-spinning game, game of slap-match, sabangchigi. In this paper, we analyse concepts of mathematics in Korean childhood traditional plays. In detail, we show that number concepts, geometric space sense, measure calculation ability and problem-solving capability through 15 Korean traditional games.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.209-221
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• 2009

The early childhood education in Korea has made a great progress during the last thirty years. However, understanding the early childhood education is a challenging task because of the diversity of the fields. Currently 38% of 3-5 year old children are enrolled in kindergarten. And several efforts to develop and distribute the standard curricula on a national level were underwent successfully. Researches are rapidly expanding in volume and the topics are becoming diverse. Focuses of researches moved from the area of cognitive development, science and mathematics in 80s, social and emotional aspects in 90s to language, curriculum and teacher education in 2000s. One of the emerging issues is the inclusion of kindergarten to public education system and free kindergarten education for young children. The second issues is more interdisciplinary policies are in need related to the low-birth rate in nation. The third one is about teacher training policy. The fourth one is related to the health, nutrition and safety of young children. And the fifth issue is moving educational system and policies that provide better future of young children while focusing on the children in low income families and children with absolute poverty.

• Research in Mathematical Education
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• v.2 no.1
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• pp.163-181
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• 1998

The paper deals with some aspects of early childhood geometry in the Czech Republic. Children's first geometrical experiences come from real life. In our opinion, there exist four types of geometrical experience which can be called the partition of space, the filling of space motion in space and the dimension of space. We distinguish three levels of the mathematical learning process: a spontaneous level, an operational level and a theoretical level.

• Research in Mathematical Education
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• v.1 no.2
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• pp.163-181
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• 1997

The paper deals with some aspects of early childhood geometry in the Czech Republic. Children's first geometrical experiences come from real life. In our opinion, there exist four types of geometrical experience which can be called the partition of space, the filling of space motion in space and the dimension of space. We distinguish three levels of the mathematical learning process: a spontaneous level, an operational level and a theoretical level.

• Korean Journal of Human Ecology
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• v.20 no.4
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• pp.745-757
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• 2011

The purpose of this study was to explore status of mathematical interactions between parent and child and use of mathematical materials at home. For this purpose, questionnaires were developed. The framework of the questionnaires consisted of mathematics education content domains. 276 parents(4-5 year old children) in J Province responded to the questionnaires, which were analyzed according to the level of home income, the mother's work conditions and the mother's level of education. The results were as follows: First, between parent and child mathematical interaction at home showed a 2.84 score in average and frequency of mathematical interaction expressed in the domains of 'Understanding of regularity', 'Measurement', 'Growing number sense', 'Space and shapes', 'Organizing data and showing results'. The domains of 'Growing number sense', 'space and shapes', and 'measurement' showed significant difference only by mother's level of education. The higher the mother's level of education, the more frequent the mathematical interaction between parent and child. Second, the use of mathematical materials showed an average score of 1.18, which means mathematical materials were practically not used at home. Also, the use of mathematical materials showed a slightly significant difference when measures against the levels of home income and the mother's level of education. The results showed a significant difference in parent-child mathematical interactions, and the possession and use of mathematical materials when measures against by level of home income and the mother's work conditions. Therefore, the results of this study suggest that the parent education program for mathematical interaction to apply at home and mathematics curriculum to be connected early in childhood education institution and home should be developed for parents.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.137-156
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• 2014

The purpose of this study was to better understand the tendencies and general distributive features of mathematical educational activities which are presented in the Nuri Curriculum Teaching Guidebooks. This was done by analysis of 628 mathematical activities suggested in those guidebooks, the total number of which was thirty-two. The results of this study can be summarized as follows: First, the number of activities for mathematical education was 204 for the age of three, 223 for the age of four, and 201 for the age of five. Second, these mathematical educational activities are aimed mainly for developing positive attitudes toward mathematics rather than the delivery of mathematical knowledge and skills. Third, the number of activities for developing mathematical inquiry skills was greater than that of activities for developing of inquiry attitudes. Furthermore, the characteristic of understanding the basic concepts of space and figures can be found most frequently in five kinds of activities for mathematical inquiry. Last, the activities for mathematical education are more frequently found in free choice activities rather than group activities. The results of this study also suggest that checking the current status of mathematical education for young children and the Nuri Curriculum Teaching Guidebooks can be utilized for creating teachers' manuals.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.37-54
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• 1995

The radical development of modern mathematics is due to the appearance of Collection Theory by George Cantor. The Set Theory is independent as an area and also closely interrelated with other areas. So its content becomes a common sense and a basic part across the whole area of modern mathematics. Accordingly, the basic element of modern mathematics is helping young children get familiar with set as early as possible. The thinking of set by which children can categorize, make partial sets and correspondences, understand the general characteristic, and conceptualize the discovered relationships is very important for young children. At this point where the Math education for young children is emphasized under the influence of the modernization movement of Math education, the systematic education for building up the set concept as the basic background of number concept during the early childhood is required. On current mathematics education for young children, graphs, the foundation of geometry, time, and patterns have been included in the traditional and practical content related to numbers. However, the education on collection which is the foundation of number concept is insufficient. A study shows that the level of young children's understanding on set is quite high, but the set concept isn't reflected in current Math curriculum for young children. And basic activities neccesary on building up the set concept, such as categorization, comparison, etc. are conducted in kindergardens but unsatisfactory because of those kindergarden teachers' premature understanding on the set concept. In conclusion, the curriculum for young children should be reorganized based on the set concept as the kernel concept. Also, the reappraisal of the training curriculum and the supplementary efucation for kindergarden teachers are urgent for raising the teaching ability of those kindergarden teachers.