• Title/Summary/Keyword: early childhood mathematics

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A Study on Korean Early Childhood Mathematics History (우리나라 유아수학교육사 연구)

  • KYE, Young Hee;HA, Yeon Hee
    • 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.

Kindergarten Teachers' Perception of Content Areas of Mathematics for Young Children - According to the 2007 national kindergarten curriculum - (유치원 교사가 지각한 유아 수학교육의 내용 - 2007년 개정 유치원 교육과정에 따른 -)

  • Lee, Jung-Hee
    • 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.

A Comparison of Mathematical Contents and Processes in Early Childhood Education Curriculum between Korea and U.S. (한국과 미국의 유치원 수학교육의 내용과 과정에 관한 비교)

  • Kye, Young-Hee
    • 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.

Experience of Participation in Educational Community in Early Childhood Mathematics Education Using Storytelling and its Meaning (스토리텔링을 활용한 유아수학교육 교육공동체 참여경험과 그 의미)

  • Kim, Kyung-Eun
    • Journal of Convergence for Information Technology
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    • v.11 no.2
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    • pp.219-228
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    • 2021
  • The purpose of this study was to examine the experiences of participation in the educational community through cooperative relationships between early childhood teachers and researchers in early childhood mathematics education using storytelling, and to find out the meaning of those experiences. Reputable researchers began with the formation of the educational community on March 14, 2016, and continued until July 26, 2016, and collected transcripts of discussions of educational community meetings, reflective journal data of teachers and researchers, and transcript of individual interviews by teachers. As a result of the study, first, the experience of participating in the educational community in early childhood mathematics education using storytelling shared personal mathematics experiences and mathematical situations, understood and learned mathematics content knowledge through sharing, and communicated through the educational community. Second, looking at the meaning of the experience of participating in the early childhood mathematics education educational community using storytelling, learn together through mathematical errors and learn the direction of better instruction through sharing. Grown up as a teacher who enjoys the mathematics exploration process, and promoted joint practice through cooperation in early childhood mathematics education using storytelling.

Analysis of Indwelling Concepts of Mathematics in Korean Childhood Traditional Plays (한국 아동의 전통놀이에 내재된 수학의 개념 분석)

  • Kye, Young Hee;Ha, Yeon Hee;Kweon, Mee Ryang
    • 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.

Types of Errors on the Mathematical Ability Picture Test for Young Children (유아그림수학능력검사 과정에서의 오류 유형에 관한 연구)

  • Kim, Sun-Hyoung;Hwang, Hae-Ik
    • Korean Journal of Child Studies
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    • v.28 no.3
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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.

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Early childhood teacher's awareness for mathematics education and outdoor movement activity

  • Park, Jihee
    • International Journal of Advanced Culture Technology
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    • v.8 no.2
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    • pp.204-208
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    • 2020
  • The purpose of this study is to find out the teacher's awareness and needs for early childhood mathematics education and outdoor movement activities. The study participants were eight kindergarten teachers located in Korea. in-depth interviews were conducted with teachers on 2014.04. ~ 2014.07. Interviews were held twice each, semi-structured with the order and content of the questions adjusted. As a result of analyzing and categorizing the collected data, the results were 'Early teacher's awareness of mathematics education', 'Early teacher's awareness of outdoor movement activities', and 'Educational teacher's awareness of mathematics activities linked to outdoor movement activities'. The conclusions of this study are as follows. First, the model of early childhood teacher for mathematics education and outdoor movement should be presented. Second, there is a need for ways to improve the teacher's confidence in mathematics education and outdoor movement.

A Qualitative Research of Mathematical Understanding for Kindergarten's Teachers about Early Childhood Mathematics Education (유아수학교육에 대한 유아교사의 수학적 이해에 대한 탐색적 연구)

  • Kye, Young-Hee
    • The Mathematical Education
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    • v.50 no.1
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    • pp.119-128
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    • 2011
  • In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

Study on the Experiences of Preservice Teacher in Early Childhood Education on Learning Content in English (예비유아교사의 영어 전공수업 경험에 관한 연구)

  • Ahn, Hyo-Jin;Kim, Eun-Hyun
    • Korean Journal of Human Ecology
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    • v.21 no.4
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    • pp.629-647
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    • 2012
  • This study explored what Korean college students, especially preservice teacher in early childhood education, experienced and how they constructed the meanings of experiences about their subject- matter course (early childhood mathematics education) taught in English. One cohort- 20 senior students- majoring in early childhood education in a 4-year university was participated in this study. Using action research method and narrative research method, data were analyzed. The findings were as follows: 1) preservice teacher experienced some difficulties to construrct professional knowledge through English. 2) They challenged to overcome these difficulties through active participation. 3) They got supports from instructor and peer group. 4) They accomplished the course with self-satisfaction. 5) They experienced the conflicts between social requirements and personal needs.

Effect of mathematics education program in linked to outdoor movement activities on the object manipulation abilities of young children

  • Park, Ji-Hee
    • 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.