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
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7 ., 4, ) 유아수학학습잠재력검사 (2006). 24, 10, 10, 24. (Bryant, Brown & Campione, 1983). 잔여획득점수 (a:, b:, r(ab): a, b, Sa, Sb: a b ) 3) 전략및오류유형측정도구. (2002), (1995),,,,,. (2006), (2006),,,,,. 4) 유아수학태도검사, (2008). 12,,,,,
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19 ( ) n(%) n(%) n(%) n(%) 7(100) 8(66.67) 6(35.29) 6(31.58) 0(0.00) 3(25.00) 8(47.06) 11(57.89) 0(0.00) 0(0.00) 3(17.65) 2(10.53) 0(0.00) 1(8.33) 0(0.00) 0(0.00) 0(0.00) 0(0.00) 0(0.00) 0(0.00) 7(100) 12(100) 17(100) 19(100) 2(20.00) 1(11.11) 1(14.29) 0(0.00) 4(40.00) 4(44.44) 3(42.86) 2(40.00) 2(20.00) 3(33.33) 2(28.57) 3(60.00) 0(0.00) 0(0.00) 0(0.00) 0(0.00) 2(20.00) 1(11.11) 1(14.29) 0(0.00) 10(100) 9(100) 7(100) 5(100) -,, 1, 2,, 4 < -5>. < -5> , , (2) , 8 2..
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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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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).
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35 : :,. : ,,,.,. 7. :.,.,,. :.
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.. IMF.. IMF % (79,895 ). IMF , , % (, 2012;, 2013) %, %, %
*.. 8. Colaizzi 131, 40, 11.,,,.... * (2014). (Corresponding Author): / / 76 Tel: 041-550-2903 / E-mail: limkt3013@naver.com .. IMF.. IMF 1996 1.7% (79,895 ). IMF 1999 118,000 1980 5 2004 138,900 11 12.
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Ⅱ 논술 지도의 방법과 실제 2. 읽기에서 논술까지 의 개발 배경 읽기에서 논술까지 자료집 개발의 본래 목적은 초 중 고교 학교 평가에서 서술형 평가 비중이 2005 학년도 30%, 2006학년도 40%, 2007학년도 50%로 확대 되고, 2008학년도부터 대학 입시에서 논술 비중이 커지면서 논술 교육은 학교가 책임진다. 는 풍토 조성으로 공교육의 신뢰성과
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