본 연구는 신체활동을 통한 수학교육이 유아의 수학능력에 미치는 영향을 밝혀보기 위한 목적으로 수행하였다. 만 5세 유아 40명으로 실험집단과 비교집단에 무선 배정하였다. 실험처치는 4주 동안 1주에 4회씩 총 16회에 걸쳐 신체와 수학교육의 통합 활동을 실시하였다. 실험집단은 신체와 수학활동의 통합 활동을 적용한 반면 비교집단은 신체와 수학의 분리된 활동을 적용하였으며, 실험처치 후 두 집단의 사전 검사와 사후검사 점수의 변화를 비교하기 위하여 t검증을 하였다. 연구결과는 신체와 수학 통합 활동을 실시한 실험집단의 유아들이 신체와 수학이 분리된 활동에 참여한 비교집단의 유아들보다 수학능력 점수가 유의미하게 높은 것으로 나타났다. 특히 수학능력검사의 하위영역인 수연산, 공간, 기하, 대수 자료 분석과 확률에서 유의미하게 높게 나타났다.
The purpose of this study were to find out the effects of Kindergarten physical and mathematics Education have preschoolers\' mathematical abilities. The subjects were 40 five-year-old kindergarteners. They were randomly assigned to the experimental group and the comparative group. The experimental treatments were conducted 4 times a week for 4 weeks, with 16 activities in total. The kindergarteners of experimental group were in mathematical activities integrated with physical but the kindergarteners of the comparative group were in mathematical education separated from physical. Data were analyzed for the mean, standard deviation, and T-test was performed on pre-and post-scores in order to find significant differences in mathematical abilities between two groups. The results of this study were as follows. First, the experimental group who participated in mathematical activities through physical activities performed better in most areas of the subsequent math test than the group who participated in mathematical activities separated from physical activities. These areas include number and operation, spatial, algebra, geometry, measurement, data analysis. However, there was no significant difference within the measurement area in the math test according to the test results. In conclusion, the integrated activity physical with and mathematics can be effective to improve kindergartener\'s mathematics ability.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 및 해석 Ⅳ. 논의 및 결론 참고문헌
