만 3세반 일상생활 속 수학적 경험 활성화를 위한 실행연구

Enhancing the mathematics experiences of 3-year-old children in daily routines

본 연구는 만 3세반의 일상생활 속 수학적 경험을 활성화시킬 수 있는 방안을 모색하고, 그 과정이 유아와 교사에게 주는 의미가 무엇인지 찾아보는 데 있다. 연구결과, 유치원의 일상생활 중에 유아들에게 수학적 경험이 일어나기 좋은 활동임에도 불구하고 연구자인 교사가 나서서 도움을 제공함으로써 유아들의 수학적 경험을 박탈하고 있다는 문제인식을 바탕으로 ‘오전 우유간식 시 일상 속 수학적 경험’과 ‘점심식사 후 이동 시 일상 속 수학적 경험’의 두 가지 활동이 실행되었다. 그 과정에서 유아들은 능동적 태도로 수학적 경험을 즐김으로써 수와 연산, 공간과 도형인식 능력이 향상되었다. 또한 실행과정에서 나타난 수학적 오류들을 통해 유아-유아, 유아-교사가 수학적 의사소통을 나누는 가운데 유아와 교사가 모두 함께 배움이 이루어졌다. 더불어 교사는 유아 수 교육에 대한 부담을 내려놓을 수 있는 계기가 되었으며 유아들이 보이는 오류의 결과뿐만 아니라 그 과정에 귀기울이는 탐구중심의 유아 수학 교육자로서의 능력을 함양할 수 있었다.

The purpose of this study was to investigate how to enhance 3-year-old children’s mathematics experiences in their daily routines and explore its educational meanings for their teachers. This study targeted the 16 3-year-old pupils of class S of H Kindergarten in H City, Gyeonggi Province, as well as their classroom teachers. The study was conducted for 12 weeks from April 1 to June 21, 2019, and had a total of three stages. Each stage consisted of 3 weeks of practice and 1 week of assessment, as well as the drafting of a new plan for the next stage’s practice weeks. The findings of this study are as follows. First, an effective procedure for mathematics experience invigoration in the daily routines of 3-year-old children was developed through the recognition of the issue that 3-year-old children lack mathematics experience in their daily routines. Then, the meaning of the aforementioned procedures was analyzed in relevance to the children and the teachers. The children actively enjoyed the mathematics experience and learned from each other through their mathematics-related communications and the mathematical errors that they had made. Their arithmetic capacity and space/figure recognition also improved. As for the teachers, the procedure gave them a valuable opportunity to ease the pressure of mathematics education on their young pupils. The teachers also learned with their pupils and improved their abilities of teaching young children math. For teachers it was unexpected learning situations, taking advantages of practicing inquiry-based mathematics teaching skills for young children.