유아교사의 구성주의신념이 수학교수효능감에 미치는 영향: 수학적상호작용의 매개효과를 중심으로

The Effects of Constructivist Belief on Mathematics Teaching Efficacy in Early Childhood Teachers: Focusing on the Mediating Role of Mathematical Interactions

Objective: This study examines the relationship between early childhood teachers’ mathematics teaching efficacy, their constructive beliefs, and mathematical interaction. Additionally, it explores whether mathematical interaction mediates the relationship between constructive beliefs and mathematics teachingefficacy. Methods: A survey was conducted with early childhood teachers working in daycare centers and kindergartens, yielding 260 valid responses. Data were analyzed using partial correlation analysis with IBM SPSS Statistics 25. Mediation effect were verified through regression analysis based on the Baron and Kenny(1986) method and further confirmed using the Sobel Test. Results: First, early childhood teachers’ mathematics was found to have a significant direct relationship with both constructive beliefs and mathematical interaction. Second, mathematical interaction was shown to partially mediated the relationship between constructivist beliefs and mathematics teaching efficacy. Conclusion/Implications: This study highlights the importance of constructivist beliefs in enhancing early childhood teachers’ mathematics teaching efficacy. Additionally, mathematical interactions play a significant mediating role in the relationship between constructivist beliefs and mathematics teaching efficacy.