Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp DOI: : * A Study on Appl

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1 Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp DOI: : * A Study on Application of the Result through Dynamic Assessment in Young Children s Mathematic Activities Purpose: The purpose of this study was to recommend appropriate intervention approaches for developing children s numbers and operations ability. Method: This study examined number and operations test scores of the four groups along with their problem-solving strategies and error patters before intervention, just after the fourth and eighth sessions, and after the twelfth and final session. Results: As a result, Hajeong represented the low-low group which had the least change in arithmetic operation ability in contrast to the other groups. Hayeon represented the group that showed the biggest change in arithmetic operation ability. Sangeun, whose arithmetic operation ability was high, but with low mathematic learning potential, represented the group that did not show much change in their arithmetic operation ability. Sangmin represented the group that did not have much change in ability for arithmetic operations, since he achieved high scores for numbering knowledge, and test after intervention. Conclusion: There was difference according to children s current arithmetic operation ability and their mathematical learning potential and teacher s mediation quantity. Key words : dynamic assessment, mathematical learning potential, arithmetic problem-solving ability, teacher s mediation quantity * Corresponding Author: Cho, Eun-Lae. Kangneung-Wonju National University, Dept. of Early childhood education, Heungeop-myeon, Wonjusi, Kangwondo, Korea. zpd2015@naver.com

2 . 21,..,... Piaget,, (, 1995) (Wilson & Rowland, 1993).. Baroody(2000),,, (2004), 2000 NCTM( ) (,, 2007), (Siegler, 1998). (, 2010)

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25 ,. 2) 하 - 상집단의교사중재량 < -10>. (1-4 ) (5-8 ) (9-12 ) n(%) n(%) n(%) 9(15.79) 5(11.63) 1(3.13) 8(14.04) 5(11.63) 0(0.00) 5(8.77) 7(16.28) 7(21.88) 4(7.02) 3(6.98) 8(25.00) 7(12.28) 8(18.60) 10(31.25) 11(19.30) 12(27.91) 6(18.75) 13(22.81) 3(6.98) 0(0.00) 57(100) 43(100) 32(100) < -10> (22.81%) (6.98%) (27.91%) (18.60%), (16.28%). (31.25%) (25.0%), (21.88%). -,,,,,. 3) 상 - 하집단의교사중재량 - < -11>.

26 (1-4 ) (5-8 ) (9-12 ) n(%) n(%) n(%) 8(14.55) 6(9.84) 4(8.00) 7(12.73) 3(4.92) 0(0.00) 7(12.73) 6(9.84) 5(10.00) 9(16.36) 7(11.48) 7(14.00) 6(10.91) 9(14.75) 7(14.00) 12(21.82) 14(22.95) 13(26.00) 6(10.91) 16(26.23) 14(28.00) 55(100) 61(100) 50(100) (21.82%) (10.91%) (10.91%) (26.23%) (22.95%). (28.0%) (26.0%). - (1 4 ) (5 8 ) 2 (9 12 )... 4) 상 - 상집단의교사중재량 < -12>.

27 (1-4 ) (5-8 ) (9-12 ) n(%) n(%) n(%) 6(13.04) 4(9.52) 3(10.34) 3(6.52) 3(7.14) 1(3.45) 9(19.57) 9(21.43) 8(27.59) 8(17.39) 9(21.43) 7(24.14) 9(19.57) 10(23.81) 8(27.59) 10(21.74) 7(16.67) 2(6.90) 1(2.17) 0(0.00) 0(0.00) 46(100) 42(100) 29(100) < -12> (21.74%) (19.57%) (19.57%). (23.81%) (21.49%) (21.49%). (27.59%) (27.59%) (24.14%).,. -...,.

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32 .,,,,.,...,,., (2009).. (2), , (2004).. (1), , (2005).. (4), , (2014). < >. (4), , (2010).. (3), (2005)... (1998)..., (2002).. (1), (1995). 3, 4, 5

33 . (1), (2003).. (3), (2010)...,,,,, (2007). :. (2003).. (2), (2008)..., (2006). :. (2), 5-31., (2007).. (4), (2000). :. (2013)..,,, ( ).. (2010).. (4), ,, (2006).. (5), (2011)... (2006).. (2), (2008).. (1), , (2006).. (4), , (2008).. (2), ,, (2008).., (2012).. (2), , (2000). Vygotsky :. (2), Baroody, A. J. (2000). Does mathematics instruction for 3-to 5-years-old really make sense? Young Children, 55(4), Berk, L. E., & Winsler, A. (1995).

34 [Scaffolding Children's Learning : Vygotsky and Early]. ( ). :. ( 1995 ) Bodrova, E., & Leong, D. J. (2010). [Tools of the Mind : The Vygotskian Approach to Early Childhood Education]. (, ). :. ( 2007 ) Ferrara, R. A. (1987). Learning mathematics in the zone of proximal development: The importance of flexible use of knowledge. University of Illinois, Urbana Champaign. Feuerstein, R., Ranf, Y., & Hoffman, M. B. (1979). The Dynamic assessment of retarded performers: The learning potential assessment device: theory, instruments and techniques. Baltimore: University Park Press. Ginsburg, H. P., & Golbeck, S. L. (2004). Thoughts on the future of research on math and science education and learning. Early Childhood Research Quarterly, 19, Hogan, K., & Pressley, M. (1997). Scaffolding Scientific Competencies within Classroom Communities of Inquiry. In K. Hogan, & M. Pressley (Eds.), Scaffolding Student Learning: Instructional Approaches and Issues. (pp ). Cambridge, Massachusetts: Brookline Books. Hughes, M. (1986). Children and number: Difficulties in learning mathematics. NY: Basil Blackwell Inc.. Lidz, C. S., & Elliott, J. G. (2000). Introduction to dynamic assessment. In Lidz, C. S. & Elliott, J. G.(Eds.), Dynamic assessment: Prevailing models and application (pp. 3-13). NY: Elsevier Science Inc.. Mislevy, R. J. (1989). Foundations of a New Test Theory. NJ: Educational Testing Service. NCTM. (2007). [Principles and standards for school mathematics discussion draft Standards 2000]. ( ). :. ( 2000 ) Siegler, R. S. (1998). Children's thinking(3rd ed). NJ: Prentice Hall. Vygotsky, L. S. (1978). Mind in society : The development of higher psychological processes. Cambridge, Mass. : Harvard University Press. Vygotsky, L. S. (2011). Мышление и речь]. (, ). :. ( 1934 ) Wilson, P. S., & Rowland, R. E. (1993) Teaching measurement. In R. J. Enson (Ed.), Research ideas for the classroom: Early childhood mathematics. NY: Macmillan Publishing Company. Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17, : / : / :

35 : :,. : ,,,.,. 7. :.,.,,. :.

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