• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.19-33
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• 2019

Objective: The purpose of this study is to understand how the experience of studying mathematics education for young children based on picture books is affecting pre-service early childhood teachers with their attitude toward mathematics and mathematics teaching efficiency. Methods: For this, a total of 39 pre-service early childhood teachers majoring in early childhood education at S university located in G metropolitan city participated in the study. 20 of them are randomly assigned to the experimental group while the rest 19 were assigned to the control group. The experimental group participated in the classes of mathematics education for young children based on picture books for 15 weeks, while the control group attended the normal classes of mathematics education for young children for the same period of time. By using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of attitude toward mathematics and mathematics teaching efficiency. Results: The results of this study are as follows. Firstly, the experience of studying mathematics education for young children based on picture books had a positive effects on pre-service early childhood teachers' attitude toward mathematics, improved values and interest in mathematics, and reduced anxiety about mathematics. Secondly, the experience of studying mathematics education for young children based on picture books had a positive effects on improving pre-service early childhood teachers' mathematics teaching efficiency. Also, both faith in ability and faith in results have improved significantly. Conclusion/Implications: These results imply that the experience of studying mathematics education for young children based on picture books is an effective teaching-learning method in improving pre-service early childhood teachers' attitude toward mathematics and mathematics teaching efficiency.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.166-171
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• 2020

The purpose of this study to discover what effect the mathematics education program linked to outdoor movement activities have on the ability to manipulate objects. The subject of study was a kindergarten class. The experimental and comparative groups consisted of 20 people each. In order to verify the effect of applying the early childhood mathematics education program in connection with outdoor movement activities, a total of 15 weeks of program was conducted for young children. As a result of conducting this study, it was found that a mathematics education program linked to outdoor movement activities improves the ability to manipulate objects. The discussion based on the results of this study is as follows. First, we suggest to specific activities that can be performed in an outdoor environment should be developed and applied to the field of early childhood education. Second, we suggest that It is necessary to program various subjects that link to outdoor movement activities. Third, we suggest what various measures are needed to improve the young children's ability to manipulate objects.

• 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.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.141-157
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• 2002

The purpose of this study was to analyze teacher's teaching-learning strategies and young children's concepts related to mathematics and science in integrated mathematics and science education activities. To achieve this purpose, actual class episodes were analyzed. The episodes were derived from 7 sessions of interaction between teacher and 4 kindergartners in integrated mathematics and science education activities. As a result of the study, children's concepts related to mathematics and science in integrated mathematics and science education activities occurred three factors: the relationship between weight, shape and movement, the relationship between weight and size, and the concept of measurement. In teacher's teaching-learning strategies, three factors were revealed: teacher's questioning, use of teaching materials, and children grouping.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.41-56
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• 2007

Related with the mathematics gifted children the situation of different case studies is the research which is limited in mathematics problem solving process of the most mathematics gifted children. The research which it sees hereupon observes from the scope which is wider the quality of the mathematics gifted children, before the hazard mathematics gifted children whom it sees enter into the mathematics gifted children education center unit life and life after studying living and dismissal of a class from the general school, namely for their general life it leads compared to attitude it observes the reporter it does a quality. For a what kind of interest in the mathematics gifted children, the research leads the family or general class, from the gifted children education center it has it considers encouragement, map and to give a help to good mathematics gifted children education activation, it does. It will reach and to respect with afterwards it set a same three research problem. First, before entering into the mathematics gifted children education center, are the mathematics gifted children what kind of quality? Second, Are the mathematics gifted children what kind of quality for general school hour? Third, Are the mathematics gifted children what kind of quality after dismissal of a class after hour? Being selected in the hazard gifted children education center which solves an up research problem, simple characteristic and approach ease characteristic, by the condition of the permission possibility back it selected 2 person gifted children school boxes which are coming and going. And, before entering into these mathematics gifted children education center, studying life from the general school, life after dismissal of a class it will extend at 1 years, various recording it will ask and it collected direct observation and interview it led against their quality it analyzed. It shared the result which it analyzes with emotional quality, studying conduct qualities, general qualities of the mathematics gifted children and qualities of mathematics gifted children parents. Studies level of the mathematics gifted children parents high facility when them are young from, the interest and helping out which it has were considerable, to advance with the direction where in order for always with great disaster them are proper the map it did. In general quality of the mathematics gifted children from young age the ability which finds a language and a possibility concept superiorly the ability which expresses the thought of oneself logically was superior, the competitive spirit was high, it liked it came reading, a leader role, to reveal a deepening school with the fact that it comes and goes. Also it will burn with their studying conduct quality and it will roll and it did deeply and it arranged knot eagerly, accomplishing which is superior from the field which is various it showed, the originality was superior, the subject attachment power was high quite, oneself it studies it has a devotion the possibility of knowing it was. And, the social characteristic of the friends and is good with their emotional quality and it does there is own reflection and an encouragement at any time and also a confidence, but just as good as the stress also it receives the possibility of knowing it was to him.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.39-53
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• 2006

This study investigated the effects of family related cooking programs on young children's basic science concepts and mathematics abilities. Subjects were 24 five-year-old children, 12 each for the experimental and the control group. Examinations of basic science concepts and mathematics abilities were applied to determine the homogeneity of the two groups. The 23 cooking activities, 12 for kindergarten and 11 for each child's home, were applied to the experimental group for six-week periods. The results of this study were that the family related cooking programs were effective in the formation of children's basic science concepts and children's mathematics abilities.

• 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 Childcare and Education
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• v.15 no.3
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• pp.115-133
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• 2019

Objective: The purpose of the study was to develop a mathematics education program utilizing food to improve the mathematical abilities of 4-year-olds and to analyze the effects of this program on 4-years-olds' mathematical concepts (number and operation, algebra, geometry, measurement, data analysis, and probability). Methods: The study selected 30 4-year-olds from two daycare centers located in K city. The experimental group (N=15) participated in the mathematics education program utilizing food, 10 times for five weeks, while the comparative group (N=15) participated in the seasonal mathematics education program based on the Nuri Curriculum. The activities of this intervention program were designed to cover all domains of Mathematical Exploratory areas in the Nuri Curriculum. For data processing and analysis, pre-test and post-test score differences between the two groups were analyzed through MANCOVA. Results: The experimental group had significantly higher scores on five mathematical concepts compared with the control group. A mathematics education program utilizing food had the positive effect of improving 4-year-olds' mathematical ability. Conclusion/Implications: Mathematic education programs utilizing food are recommended as necessary pedagogical data to develop the mathematical abilities of children in education centers, families, or relating to parenting 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.

• Journal of Music and Human Behavior
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• v.7 no.1
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• pp.1-15
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• 2010

The purpose of this study is to inquire into the theoretical background of music therapy interventions for the improvement of mathematical concepts among young children with special needs. The researcher provides a basis of theoretical background about musical activities as an effective tool for young children to understand and promote their mathematical concepts, and the necessity of practical application in the field of mathematics education is suggested. Music, as a multi-sensory modality, has an ability to hold and maintain one's attention, and can be used as a memory aid and a powerful and effective motivator and reinforcer for young children. Therefore, musical activities can be used to facilitate mathematical concepts in the field of education for young children. Possible musical activities for promoting mathematical development are suggested, and the necessity for developing various musical activities is discussed.