Research Article Korean J Child Stud 2019;40(4):1-13 https://doi.org/10.5723/kjcs.2019.40.4.1 pissn: 1226-1688 eissn: 2234-408X 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, 2018. 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 E-mail: 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 (http:// 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.
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 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
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, 1 15. C. B. Kim (1998) 5, 3, 3, 2, 5, 3 21. 0-4, 0 49.. 5,., ( )??.,,,,,,,,. C. B. Kim (1998) (Cronbach s α).75,.75. 수학적태도 Park Hwang (2006).,,,. 15 1, 0, 0-15..,,, (Eccles, 1983).,?. Park Hwang (2006) (Cronbach s α).80.78,.75,.74,.82..61,.78,.69,.68,.81. 연구절차예비검사및검사자훈련, 2018 5 8 5 11 4 S D K 5 ( 6, 6, 12 ).
5 The Effects of an Everyday Life Problem-Solving Math Program 1. 1,. 1 2 2,,,..97. 사전검사,. 2018 6 5 6 19 2. (counter-balancing). 2 1:1. 프로그램실시 3-5 (7 : /8 : ). 2018 6 20 2018 8 20 9. 2-3 30 18...... 9. Barrows (1988/2005) 6. 6, 7..... (Yang, 2019) H.-S. Cho Shin (2016).,. (,, ) 6 18. 1, 2. 3, 4, 5, 6
Yang and Kim 6.,,,,..,. 3-5,,,,,. 18,, 3 6, Appendix 1. 사후검사 2018 8 21 8 31. 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 = -10.38, 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 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 25.65 (7.85) 28.22 (7.93) -1.10 40.35 (7.54) 34.00 (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 25.65 (7.85) 40.35 (7.54) -10.38*** 28.22 (7.93) 34.00 (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)
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 10.83 (3.24) 11.96 (2.83) -1.22 11.48 (2.09) 11.22 (2.13) -.85 Post Comparative Interest in mathematics 1.48 (.79) 1.48 (.67).00 1.52 (.59) 1.17 (.58) -.23 Self-conceptions of mathematical ability 4.57 (1.47) 4.65 (1.53) -.20 4.83 (1.19) 4.34 (1.15) -1.38 Perception of a task 1.87 (1.06) 2.35 (.65) -1.85 2.13 (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 10.83 (3.24) 11.48 (2.09) -1.18 11.96 (2.83) 11.22 (2.13) -1.27 Interest in mathematics 1.48 (.79) 1.52 (.59) -.23 1.48 (.67) 1.17 (.58) -2.08 Self-conceptions of mathematical ability 4.57 (1.47) 4.83 (1.19) -.81 4.65 (1.53) 4.34 (1.15) -1.05 Perception of a task 1.87 (1.06) 2.13 (1.01) -1.37 2.35 (.65) 2.17 (.89) -.89 Encouragement and expectation by the surrounding 2.91 (.85) 3.00 (.95) -.36 3.43 (.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 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)., 15 2 6....
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), 35-44. doi:10.1037/0003-066x.48.1.35 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), 264-268. 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. 77-166). 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. 75-146). 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), 71-90. doi:10.1007/s10649-008-9134-4 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
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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