• 아동학회지
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• 제28권3호
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• pp.175-185
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• 2007

This study examined types of errors made by young children on the Mathematical Ability Picture Test for Young Children(Hwang & Choi, 2007). The subjects were 30 5-year-old children. The process of taking the Mathematical Ability Picture Test was videotaped and the videotape was transcribed for analysis of errors. Findings were that in most of the sub-areas, strategy selection errors were dominant, followed by comprehension errors. Second, there was a tendency for boys and girls to make similar types of errors in every sub-area of the Mathematical Ability Picture Test for Young Children.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.265-280
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• 2012

This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.

• 한국초등수학교육학회지
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• 제16권1호
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• pp.97-124
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• 2012

이 연구는 아동문학을 활용하여 수학 수업을 운영하는 것이 학생들의 수학적 의사소통과 수학적 태도에 어떠한 영향을 미치는지 알아보는 것을 목적으로 한다. 연구를 실행하기 위해 초등학교 6학년 학생들을 대상으로 수학 6-나 단계 교과 내용을 재구성하여 아동문학을 활용한 세 가지 유형의 수업방식을 10주간 20회에 걸쳐 현장에 적용하였으며, 그 효과를 수학적 의사소통 능력 측면과 수학적 태도 측면에서 분석하였다. 수학적 의사소통 능력에 대한 효과를 알아보기 위해 사전, 사후 개방형 문항 검사를 실시하여 t-test로 검증하였으며, 수학적 태도에 대한 영향을 알아보기 위해 사전, 사후 설문검사를 실시하여 t-test와 공변량분석으로 결과를 각각 검증하였다. 또한 학습 상황에서 일어나는 의사소통 과정 및 수학적 태도의 양상을 관찰하기 위해, 아동문학을 활용한 수업 과정을 캠코더로 촬영하여 그 중 각 유형별 수업을 임의로 선택하여 프로코콜 분석을 실시하였으며, 또한 학생들의 활동 모습을 관찰하고 인터뷰한 내용을 분석하였다. 본 연구 결과 아동문학을 수학 수업에 적용하면, 교과서 중심의 일반적인 수학 수업을 진행했을 때보다 학생들의 수학적 의사소통 능력과 수학적 태도에 긍정적인 영향을 미치는 것으로 나타났다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권1호
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• pp.117-145
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• 2006

수학 영재들은 타고난 수학적 소질과 적성, 지적인 능력과 창의성을 바탕으로 참신한 과제에 대한 도전적이고 창조적인 호기심을 가지고 있다. 영재아들의 창의적인 사고력을 길러주기 위해서는 다양한 방법으로 문제 해결에 접근하게 하고 전략적 시도를 할 수 있도록 만들어주어야 한다. 이런 관점에서 볼 때 개방적이고 비정형적인 문제를 영재 교육프로그램의 과제로 선정하는 것은 바람직하다 할 수 있다. 본 논문에서는 다양한 유형의 개방형 문제를 구안하고, 이를 토대로 영재 학급에서 학습 활동을 전개한 후, 문제해결 과정에서 영재아들의 수학적 사고 능력의 특성과 문제 해결 전략 사례를 분석하여, 개방형 과제를 활용한 초등학교 영재 수업에 관한 시사점을 얻고자 하였다.

• 아동학회지
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• 제35권2호
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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.

• 아동학회지
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• 제28권4호
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• pp.319-331
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• 2007

This review of literature establishes a contemporary meaning of mathematical problem solving including young children's mathematical problem solving processes/assessments and teaching strategies. The contemporary meaning of mathematical problem solving involves complicated higher thinking processes. Explanations of the mathematical problem solving processes of young children include the four steps suggested by $P{\acute{o}}lya$(1957) : understand the problem, devise a plan, carry out the plan, and review/extend the plan. Assessments of children's mathematical problem solving include both the process and the product of problem solving. Teaching strategies to support children's mathematical problem solving include mathematical problems built upon children's daily activities, interests, and questions and helping children to generate new approaches to solve problems.

• 한국생활과학회지
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• 제18권3호
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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.

• 한국산학기술학회논문지
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• 제19권8호
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• pp.146-159
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• 2018

본 연구는 4D프레임 교구를 활용한 유아수학활동이 만 5세 유아의 수학적 능력과 태도에 미치는 영향을 알아보기 위해 수행되었다. 이를 위해 S시에 위치한 E, K, Y유치원의 만 5세 유아 56명을 실험집단(I: n=14, II: n=14)과 비교집단(III, n=14, IV, n=14)으로 나눈 후 8주 동안 실험집단에서 4D프레임 교구를 활용한 유아수학활동을 실시하였고 비교집단은 각각 누리과정에서 제시하는 수학활동과 수 과학 통합프로그램을 실시하였다. 실험집단(I, II)과 비교집단(III, IV)의 사전검사 점수를 공변인으로 하여 공변량분석(ANCOVA)을 실시한 결과, 4D프레임 교구를 활용한 유아수학활동이 실험집단과 비교집단 간 통계적으로 유의미한 차이가 있는 것으로 나타났고 이는 4D프레임 교구를 활용한 유아수학활동이 유아의 수학적 능력과 수학적 태도의 향상에 긍정적인 영향을 준 것으로 해석할 수 있다. 본 연구를 통해 유아교육 현장에서 4D프레임 교구를 활용한 유아수학활동의 효율성을 이해함으로써 유아들의 수학적 능력 및 태도의 향상을 위한 현장 적용 가능한 교육적 방안을 위한 기초자료를 제공하고자 한다.

• 수산해양교육연구
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• 제29권1호
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• pp.315-324
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• 2017

The purpose of this study is to help with education by applying the learning clinic program to the maladjusted children to improve the emotional stability and academic achievement. In order to find the components of the learning clinic program, we have classified self efficacy, learning motivation, anxiety, and academic stress as emotional factors and the results of Korean language, mathematics, sociology and science as academic achievement factors to examine the effects of the program. The results obtained in this study are followings. Firstly, there was significant difference in self efficacy and anxiety between boys and girls among emotional factors, and there was significant difference in math between boys and girls among academic achievement factors. Secondly, after applying the learning clinic program, significant difference is found in all factors such as self efficacy, learning motivation, anxiety and academic stress, and there was also a significant difference in Korean language, mathematics, sociology and science among academic achievement factors. In conclusion, the learning clinic program was helpful to maladjusted children by improving emotional stability and academic achievement.

• 한국학교수학회논문집
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• 제13권4호
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• pp.499-524
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• 2010

본 본문에서는 학생 스스로 활동을 통해 통계적 개념, 자료 분석력, 문제해결력 등을 기를 수 있는 NIE(Newspaper in Education)을 통한 학습을 초등수학 학습지도에 적용하여, NIE를 활용한 학습이 초등학생의 통계 영역 학업성취에 미치는 효과를 살펴보고, 보다 효율적인 초등수학 학습지도 방안을 찾아보고자 한다.