하브루타 토론 활동이 예비유아교사의 수학 교수 효능감과 수학적 태도에 미치는 영향

Abstract

Objectives This study was conducted to analyze the effects 0f Havruta discussion activities on pre-service early childhood teacher's mathematics teaching efficacy and mathematical attitude. Methods The study was conducted by selecting 13 and 15 students from early childhood education and 3rd graders, respectively, as an experimental group and a comparative group. And mathematics teaching efficacy and mathematical attitude tests were conducted on the study's students through pre and post tests. Results According to the results of this study, First, the experimental group, which was a group of pre-child teachers who conducted Havruta discussion activities, showed significantly higher mathematics teaching efficacy than the comparative group. There was also a statistically significant difference between the results expectation of mathematics teaching and the belief in mathematics teaching ability, a sub-factor of mathematics teaching efficacy. Second, the mathematical attitude of the pre-child teacher group who conducted the Havruta discussion activity was significantly higher than that of the pre-child teacher group who did not. Among the sub-factors of mathematical attitude, the experimental group's score was significantly higher than that of the comparative group in the case of interest in mathematics, motivation for mathematics, and self-concept in mathematics, and the experimental group scored significantly lower than the comparative group in the case of anxiety about mathematics. On the other hand, there was no significant difference in the value of mathematics. Conclusions In summary, the results of this study show that Havruto discussion activities significantly enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers. These findings demonstrate the value of actively utilizing Havruta discussion activities to enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers.