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1 Research Article Korean J Child Stud 2019;40(4): pissn: eissn: X The Effects of an Everyday Life Problem-Solving Centered Preschool Mathematical Program on Children's Mathematical Problem-Solving and Attitude Sunyoung Yang 1, Jihyun Kim 2 Ph. D., Department of Child Development & Education, Myongji University 1 Associate Professor, Department of Child Development & Education, Myongji University 2 1, 2 1, 2 Objectives: This study aimed to examine the effects of an everyday life problem-solving centered preschool mathematical program on young children s mathematical problem-solving and attitude. Methods: We selected two classes of children aged 5-6 years. There were 23 children in the experiment and 23 children in the comparison in S city from June 20, 2018 to August 20, Using the SPSS WINDOWS 21.0 program, independent samples t-tests and corresponding sample t-tests were implemented. Results: The everyday life problem-solving centered preschool mathematical program had positive effects on improving children's mathematical problem-solving but not their mathematical attitude in the experiment. Conclusion: By showing the value of preschool mathematical education in everyday life, this study will be helpful improving preschool mathematical programs. Keywords: mathematical problem-solving, mathematical attitude, everyday life problem-solving, problem-based learning Introduction 4 (Schwab, 2016/2016)., 4.,. Corresponding Author: Jihyun Kim, Associate Professor, Department of Child Development & Education, Myongji University, 34 Geobukgol-ro, Seodaemun-gu, Seoul, Korea jihyunkim@mju.ac.kr (AI),, (Schwab, 2016/2016). (World Economic Forum [WEF], 2017),. (Chung et al., 2016) The Korean Association of Child Studies This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( creativecommons.org/licenses/by-nc/4.0) which permits unrestricted noncommercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

2 Yang and Kim 2.,, (Ko, 2015). (NCTM, 2000).,, (Hong, 2010)., (NCTM, 2000),. (Sperry-Smith, 1997),., (Kwon, 2003).. (J. S. Hwang, 1996). (H.-I. Hwang, 2007).,, (Eccles, 1983)., (H.-I. Hwang, Lee, & Oh, 2011)., (Yackel & Cobb, 1996). (Furinghetti & Morselli, 2009; Reyes, 1984),., (Na & Kim, 2003).. (Beishuizen, Gravemeijer, & van Lieshout, 1997; Gravemeijer, 1994),., (Huang, 2004; Reder & Ritter, 1992). (Rogoff & Lave, 1984). (H.-S. Cho & Lee, 2012; H. Kim & Lee, 2018; M. F. Kim & Kim, 2014; E.-H. Lee & Kim, 2015; E.-Y. Lee & Jeon, 2012; Mun & Cho, 2017; Shin & Lee, 2003).. (H.-S. Cho & Lee, 2012; Mun & Cho, 2017) E.-Y. Lee Jeon (2012),,.

3 3 The Effects of an Everyday Life Problem-Solving Math Program (Shin & Lee, 2003), (Anderson, 1993). (NCTM, 2000). H.-S. Cho Lee (2012) (E.-H. Lee & Kim, 2015) (M. F. Kim & Kim, 2014)..,. (Brown, Bransford, Ferrara, & Campione, 1983). (Charles & Lester, 1982),, (Shaw & Blake, 1998)..,. (Balfanz, Ginsburg, & Greenes, 2003). (Charlesworth, 2000). (Hong, 2004).. (Problem-Based Learning [PBL]). (PBL) (Y. Cho, 2001),, (Savery & Duffy, 1994). (K. H. Kim, 2001), (H. J. Kim, 2001), (K. S. Kim, 2002), (H. S. Lee, 2002). (Huh & Kang, 2010)..,.. 1? 2? Methods 연구대상 S S 5, 6 23

4 Yang and Kim 4, P 5, 6 23.,. 5, 6 (Hong, 2004). 5 (J. Y. Lee, 1997),.,. 연구도구수학적문제해결력 Ward (1993) J. S. Hwang (1996) C. B. Kim (1998). Ward 6, 4, 4, C. B. Kim (1998) 5, 3, 3, 2, 5, , ,., ( )??.,,,,,,,,. C. B. Kim (1998) (Cronbach s α).75,.75. 수학적태도 Park Hwang (2006).,,,. 15 1, 0, ,,, (Eccles, 1983).,?. Park Hwang (2006) (Cronbach s α).80.78,.75,.74, ,.78,.69,.68,.81. 연구절차예비검사및검사자훈련, S D K 5 ( 6, 6, 12 ).

5 5 The Effects of an Everyday Life Problem-Solving Math Program 1. 1, ,,,..97. 사전검사, (counter-balancing). 2 1:1. 프로그램실시 3-5 (7 : /8 : ) Barrows (1988/2005) 6. 6, (Yang, 2019) H.-S. Cho Shin (2016).,. (,, ) , 2. 3, 4, 5, 6

6 Yang and Kim 6.,,,,..,. 3-5,,,,,. 18,, 3 6, Appendix 1. 사후검사 자료분석, SPSS WINDOWS 21.0 (IBM Co., Armonk, NY)., Cronbach s α. t. t. Results 일상생활문제해결중심의유아수학프로그램이유아의수학적문제해결력에미치는효과, t. Table 1 (M = 25.65, SD = 7.85) (M = 28.22, SD = 7.93).. (M = 40.35, SD = 7.54) (M = 34.00, SD = 8.93), (t = 2.61, p <.05).. t. Table 2 (M = 25.65, SD = 7.85) (M = 40.35, SD = 7.54) (t = , p <.001). (M = 28.22, SD = 7.93) (M = 34.00, SD = 8.93) (t = -2.82, p <.05), Figure 1.. Figure 1. 일상생활문제해결중심의유아수학프로그램이유아의수학적태도에미치는효과,

7 7 The Effects of an Everyday Life Problem-Solving Math Program Table 1 Differences in Pre and Post Mathematical Problem-Solving Scores Between Groups Mathematical problem solving Note. N = 23. *p <.05. Pre Experimental Comparative Experimental Comparative M (SD) M (SD) t M (SD) M (SD) t (7.85) (7.93) (7.54) (8.93) 2.61* Post Table 2 Differences in Pre and Post Mathematical Problem-Solving Scores in Groups Mathematical problem solving Note. N = 23. *p <.05. ***p <.001. Experimental Comparative Pre Post Pre Post M (SD) M (SD) t M (SD) M (SD) t (7.85) (7.54) *** (7.93) (8.93) -2.82* Figure 1. Comparison of pre and post mathematical problem-solving scores between s. t. Table 3 (M = 10.83, SD = 3.24) (M = 11.96, SD = 2.83). (M = 2.91, SD =.85) (M = 3.43, SD =.90),.. (M = 11.48, SD = 2.09) (M = 11.22, SD = 2.13).. t. Table 4 (M = 10.83, SD = 3.24) (M =11.48, SD = 2.09). (M = 11.96, SD = 2.83)

8 Yang and Kim 8 Table 3 Differences in Pre and Post Mathematical Attitude Scores Between Groups Experimental Pre Comparative Experimental Mathematical attitude M (SD) M (SD) t M (SD) M (SD) t Total score (3.24) (2.83) (2.09) (2.13) -.85 Post Comparative Interest in mathematics 1.48 (.79) 1.48 (.67) (.59) 1.17 (.58) -.23 Self-conceptions of mathematical ability 4.57 (1.47) 4.65 (1.53) (1.19) 4.34 (1.15) Perception of a task 1.87 (1.06) 2.35 (.65) (1.01) 2.17 (.89) -.16 Encouragement and expectation by the surrounding 2.91 (.85) 3.43 (.90) -2.03* 3.00 (.95) 3.52 (.79) -2.02* Note. N = 23. *p <.05. Table 4 Differences in Pre and Post Mathematical Attitude in Groups Experimental Comparative Pre Post Pre Post Mathematical attitude M (SD) M (SD) t M (SD) M (SD) t Total score (3.24) (2.09) (2.83) (2.13) Interest in mathematics 1.48 (.79) 1.52 (.59) (.67) 1.17 (.58) Self-conceptions of mathematical ability 4.57 (1.47) 4.83 (1.19) (1.53) 4.34 (1.15) Perception of a task 1.87 (1.06) 2.13 (1.01) (.65) 2.17 (.89) -.89 Encouragement and expectation by the surrounding 2.91 (.85) 3.00 (.95) (.90) 3.52 (.79) -.53 Note. N = 23. (M = 11.22, SD = 2.13). Discussion 5, 6..,.. (Shin & Lee, 2003). (Sperry-Smith, 1997). (H. J. Kim & Lee, 2001),..,

9 9 The Effects of an Everyday Life Problem-Solving Math Program.. (PBL)., (Brown et al., 1983).., (Brown et al., 1983). (PBL),,,,.. (PBL).. Vygotsky. Oh Kim (1997). (PBL).,,. (Jung & Choi, 2006; K. S. Kim, 2009; Seo, 2008). (K. S. Kim, 2009).,..,..,, (K. S. Kim, 2009; Seo, 2008),,,, (Jung & Choi, 2006).,,,. (J. Lee, 2015). (Ha & Kim, 2017)., (Ha & Kim, 2017).,, (K. S. Kim, 2009; Seo, 2008) 6 4.,,,, (Jung & Choi, 2006).,

10 Yang and Kim 10 (Anderson, 1993; Shin & Lee, 2003). (H.-S. Cho & Lee, 2012; E. Y. Lee & Jeon, 2012; Mun & Cho, 2017). (Hong, 2004)...,,...,..,.... Notes This article is a part of the first author s doctoral dissertation. Conflict of Interest No potential conflict of interest relevant to this article was reported. In English References Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), doi: / x Balfanz, R., Ginsburg, H. P., & Greenes, C. (2003). The big math for little kids early childhood mathematics program (Early childhood corner). Teaching Children Mathematics, 9(5), Beishuizen, M., Gravemeijer, K. P. E., & van Lieshout, E. C. D. M. (1997). The role of contexts and models in the development of mathematical strategies and procedures. Utrecht, NL: Freudenthal Institute. Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning to remember and understanding. In P. H. Mussen (Series Ed.) & J. H. Flavell & E. M. Markman (Vol. Eds.), Handbook of child psychology: Cognitive development (4th ed., Vol. 3, pp ). New York: John Wiley & Sons. Charles, R., & Lester, F. (1982). Teaching problem solving what, why & how. Palo Alto, CA: Dale Seymour Publications. Charlesworth, R. (2000). Experiences in math for young children (4th ed.). Boston, MA: Wadsworth, Cengage Learning. Eccles, J. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp ). San Francisco, CA: W. H. Freeman and Company. Furinghetti, F., & Morselli, F. (2009). Every unsuccessful problem solver is unsuccessful in his or her own way: Affective and cognitive factors in proving. Educational Studies in Mathematics, 70(1), doi: /s Gravemeijer, K. P. E. (1994). Developing realistic mathematics education. Utrecht, NL: Freudenthal Institute. Huang, H.-M. E. (2004). The impact of context on children s performance in solving everyday mathematical problems

11 11 The Effects of an Everyday Life Problem-Solving Math Program with real-world settings. Journal of Research in Childhood Education, 18(4), doi: / NCTM. (2000). Principles and standards for school mathematics. Reston, VA: Author. Reder, L. M., & Ritter, F. E. (1992). What determines initial feeling of knowing? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(3), doi: / Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), Rogoff, B., & Lave, J. (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press. Savery, J. R., & Duffy, T. M. (1994). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), Shaw, J. M., & Blake, S. S. (1998). Mathematics for young children. Upper Saddle River, NJ: Prentice Hall. Sperry-Smith, S. (1997). Early Childhood mathematics. Boston, MA: Allyn & Bacon. World Economic Forum. (2017) global risks report (12th ed.). Geneva, CH: World Economic Forum. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), doi: / In Korean Barrows, H. S. (2005). The tutorial process (3th ed., J.-D. Seo, B.-H. Ahn, & H. J. Son, Trans.). Seoul: Sungkyunkwan University Press. (Original work published 1988) Cho, H.-S., & Lee, M.-O. (2012). The effects of the mathematiccenter activity based upon inquiry on the children s mathematical problem-solving ability and attitude toward mathematics. Korean Education Inquiry, 30(1), Cho, H.-S., & Shin, N.-J. (2016). The difference on children s age characteristics of young children s peer conflicts demanded teacher-mediated instruction. Early Childhood Education Research & Review, 20(6), Cho, Y. (2001). An examination of Problem-Based Learning (PBL) as a teaching-learning model for infusing creative, critical thinking with knowledge of subjects. The Journal of Elementary Education, 14(3), Chung, C., Back, K., Choi, H., Jung, M., Hong, H., & Jeong, H. (2016). Yuasuhakgyoyuk [ ]. Paju, KR: Yangseongwon. Ha, J. S., & Kim, J. K. (2017). Analysis of the structural relationship of mathematics self-conception, mathematics academic motivation, cognitive load and mathematics academic achievement. Journal of Learner-Centered Curriculum and Instruction, 17(13), doi: /jlcci Hong, H. (2004). The development of a coherent mathematics curriculum for pre-k through grade 2. Journal of Early Childhood Education, 24(2), Hong, H. (2010). The future directions and challenges in early childhood mathematics education. Early Childhood Education Research & Review, 14(4), Huh, N., & Kang, O. K. (2010). A study to develop criteria to judge mathematical problems and a learning model in mathematics problem-based learning. Journal of Educational Research in Mathematics, 20(3), Hwang, H.-I. (2007). A study on the relationship of personal variables to mathematical learning potential in young children. Early Childhood Education Research & Review, 11(4), Hwang, H.-I., Lee, H.-E., & Oh, K.-N. (2011). A study on the differences of young child s problem-solving based on the level of mathematics attitudes and abilities in the process of dynamic assessment. The Journal of Korea Open Association for Early Childhood Education, 16(2), Hwang, J. S. (1996). An effective approach to mathematical education for young children: A comparative study of childactivity-centered methods using concrete materials and teachercentered methods using worksheets (Doctoral dissertation). Retrieved from Jung, J.-S., & Choi, M.-S. (2006). A study on the effects of mathematical activities on the mathematical concept and attitude of young children. The Journal of Child Education, 15(4), Kim, C.-B. (1998). The effects on children s mathematical ability of the activity-centered learning method based upon the parent-teacher s partnership involvement program (Doctoral dissertation). Retrieved from link?id=t Kim, H., & Lee, J. (2001). Characteristics of young children s peer conflicts according to the ages and the sex compositions of conflicting children. The Journal of Educational Research, 39(2), Kim, H., & Lee, S. (2018). The influence of mathematical process activity utilizing block play on mathematical ability and attitude of young children. The Journal of Korea Open Association for Early Childhood Education, 23(4), doi: /koaece Kim, H.-J. (2001). The effect of problem-based learning on the development of self-directedness of students (Master s thesis). Retrieved from Kim, K. H. (2001). The effect of problem-based learning on children s critical thinking ability (Master s thesis). Retrieved from

12 Yang and Kim 12 Kim, K. S. (2002). Effects of problem-based learning on the learner s problem solving ability and sociality (Master s thesis). Retrieved from Kim, K.-S. (2009). The effects of applying the arithmetic educational activity based on young children s daily-life experiences (Doctoral dissertation). Retrieved from link?id=t Kim, M.-F., & Kim, S.-R. (2014). The effect of reading activity using mathematic-related fairy tales based on mathematizing on young children s mathematical ability and mathematical attitude. Journal of Childrens Literature and Education, 15(1), Ko, B. (2015). Practical application of the materials of teaching using mathematics history (For the first grade in middle school student)(master s thesis). Retrieved from link?id=t Kwon, Y. (2003). Yuasuhakgyoyuk [ ]. Seoul: Yangseowon. Lee, E.-H., & Kim, S. (2015). The effects of mathemmatical program based on forest experience activities on young children s mathematical attitude. Journal of Early Childhood Education & Educare Welfare, 19(2), Lee, E.-Y., & Jeon, Y.-Y. (2012). The effects of activities with picture books focused on using the mathematical vocabulary on young children s vocabulary and mathematical problem solving ability. The Journal of Korea Open Association for Early Childhood Education, 17(2), Lee, H. S. (2002). A study on PBL-based good citizenship classes and class planning and evaluation cases (Master s thesis). Retrieved from Lee, J. (2015). A study on math motivation, mathematically affective characteristics and mathematical achievements between gifted and non-gifted students based on Keller s ARCS theory (Master s thesis). Retrieved from link?id=t Lee, J. Y. (1997). Social problem solving behavior of children (Master s thesis). Retrieved from Mun, B.-H., & Cho, E.-J. (2017). The effect of mathematical activities through inquiry-based on young children s mathematical disposition and mathematical problem solving ability. The Journal of Korea Open Association for Early Childhood Education, 22(3), doi: / KOAECE Na, G. O., & Kim, K. H. (2003). A study of mathematical process in kindergarten. Soonchunhyang Journal of Institute Humanit, 12, Oh, S. H., & Kim, Y. O. (1997). The effects of teacher inquiry methods on interpersonal cognitive problem solving ability. Korean Journal of Child Studies, 18(2), Park, J.-Y., & Hwang, H.-I. (2006). The differences of mathematical abilities and attitudes according to children s mathematical learning potentiality. Journal of Early Childhood Education, 15(1), Schwab, K. (2016). The fourth industrial revolution (J. Song, Trans.). Seoul: New Present. (Original work published 2016) Seo, Y. M. (2008). The effects of mathematical inquiry activity based on the forest experience on children s mathematical problem solving ability and attitude toward mathematics (Master s thesis). Retrieved from link?id=t Shin, I. S., & Lee, S. J. (2003). The effect of mathematical activities using mathematics-related fairy tales on children s mathematical problem-solving abilities. Journal of Future Early Childhood Education, 10(4), Song, M. J. (1989). Munjehaegyeolsago: Mueosi eotteoke baldalhaneunga? [ :?]. The Keimyung Journal of Behavioral Sciences, 2(1), Yang, S. (2019). The development and effects of daily-based preschool math education program to improve mathematical problemsolving (Doctoral dissertation). Retrieved from riss.kr/link?id=t Jihyun Kim Sunyoung Yang ORCID Received February 28, 2019 Revision received April 16, 2019 Accepted July 8, 2019

13 13 The Effects of an Everyday Life Problem-Solving Math Program Appendix 1 Experimental Group's Everyday Life Problem-Solving Centered Preschool Mathematical Program: Block Play Session Topic Session PBL step PBL process Playing block 1 Perceiving problem situation Telling previous experience of children about similar altogether situation like letter story Proposing solution Perceiving the problem situation of block play as mathematical knowledge using materials Telling ways to play at the block area altogether and proposing them Choosing proposed solutions by s 2 Specifying solution Presenting solution 3 Implementing solution 1 by small s 4 Implementing solution 2 by small s 5 Implementing solution 3 by small s 6 Assessing solution Final choosing Identifying the problem situation using materials and discussing to specify solution by s Representing the specified solutions which children choose to explain to other s with pictures or letters and choosing the most proper representation Explain chosen representation to other s and listening questions Listening the practice explanation of taking turns other plays day by day and playing by s Assessing after playing taking turns other plays day by day by s Listening the practice explanation of playing quickly and changing seats and playing by s Assessing after playing playing quickly and changing seats by s Listening the practice explanation of widening block area and playing by s Assessing after playing widening block area by s Presenting each s assessment about three solutions and assessing each solution Collecting results about three solutions, drawing graph and choosing final solution Required dates Group size 1 Large 1 Small & large 2 Small 1 Small 1 Small 1 Large : activity which teacher expected : activity which children directed the play actually Content elements Mathematical exploration of Nuri course Number and numeration Space and figure Measure Regularity Data collecting and results

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