3·4·5세 누리과정 교사용 지도서의 수학교육 활동 분석

An Analysis of Mathematics Education Activities of Guidebooks for the Teachers of Nuri Curriculum for 3, 4 ,5 Year Children

본 연구의 목적은 3·4·5세 누리과정 교사용 지도서에 수록된 수학활동이 생활주제별, 하위 내용별, 활동 유형별로 어떠한 구성 분포를 이루고 있는지를 분석하여 유치원 현장에서 교사들이 수학활동을 실행할 때에 체계적인 방향으로 전개할 수 있도록 기초 자료를 제공하고자 함이다. 이를 위해 3·4·5세 누리과정 교사용 지도서 32권을 대상으로 분석하였으며, 수록된 활동 중 자연탐구 영역 ‘수학적 탐구하기’라고 명시된 3세 84개, 4세 96개, 5세 85개 총 265개의 활동을 수학교육 활동으로 선정하였다. 선정된 수학교육 활동을 연령에 따라 생활주제별, ‘수학적 탐구하기’ 하위 내용별, 활동 유형별로 분석하여 항목별 빈도를 분석하고 백분율을 산출하였다. 연구결과, 생활주제별로 구성 분포는 활동의 수가 불균형한 분포를 이루는 것으로 나타났다. 하위 내용별 구성분포는 ‘공간과 도형의 기초개념 알아보기’ 내용에 집중된 분포로 나타났으며, ‘기초적인 측정하기’, ‘규칙성이해하기’ 내용을 포함하는 활동은 매우 적게 나타났다. 활동 유형별 구성분포를 분석한 결과, 대소집단 활동보다 자유선택활동에 많은 수학활동이 수록되어 있었으며 ‘수조작’ 영역에 집중된 분포를 나타냈다.

The purpose of this study is to provide the baseline data for teachers to develop mathematics activities in the systematic direction when carrying out them in the kindergarten scene by analyzing the distribution of organization by life theme, sub-content, and type of activity that is made up through the mathematics activities contained in the guidebooks for the teachers of Nuri curriculum for 3, 4 and 5-year old children. For this purpose, 32 guidebooks for the teachers of Nuri curriculum for 3, 4 and 5-year old children were selected for analysis, and a total of 265 activities including 84 for 3-year old children, 96 for 4-year old children, and 85 for 5-year old children stated as Mathematical Exploration in the area of nature exploration out of the activities listed were selected. The frequency by item was analyzed and percentage was calculated by analyzing the selected mathematics activities by life theme, mathematical exploration , sub-content, and type of activity according to age. As a result of the study, the distribution of organization by life theme showed that the number of activities makes up the uneven distribution. The distribution of organization by sub-content showed the distribution focused on the content of learning the basic concepts of space and shape , while the activities that include basic measurement and understanding of regularity were very few. As a result of analyzing the distribution of organization by the type of activity, more mathematical activities were contained in the free choice activities than large and small group activities, and the distribution concentrated on the area of manipulation was shown.