스토리텔링 활용 유․초등 수학교육이 수학적 학습 및 발달에 미치는 효과에 관한 메타분석

A Meta-analysis of the Effects of Math Education Through Storytelling on Young Children’s and Elementary Students’ Mathematical Learning and Development

The purpose of this study was to analyze and synthesize the effects of math education through storytelling on young children s and elementary students’ mathematical learning and development and to provide basic data for enhancing math education. For this purpose, the study used meta-analysis. Total of 24 effect sizes were extracted from 17 selected studies published between 2000 and 2017. CMA3(Comprehensive Meta Analysis) was used for data coding and analysis and the effect sizes were computed with applying random effect model. The results of the study were as follows: First, overall effect size of math education through storytelling was 1.72, proven to be at the large level in light of Cohen’s Interpretation Standard for effect size. It means math education through storytelling for young children and elementary students are highly effective. Second, after analyzing gaps of effect sizes with different categorial dependent variables, there were no statistically significant differences. Third, the average effect sizes was also not differed depending on categorial moderator variables such as, the age and number of experimental group member, the number of experimentation, and the types of story origins. However, math education through storytelling had a positive influence overall, judging from the fact that it had large effect sizes. The results suggest that in-depth analysis considering the more divergent variables should be addressed in future research.