유아교사의 수학적 태도와 수학교과교육학지식이 수학문해환경에 미치는 영향

Abstract

Objectives The purpose of this study is to analyze the effect of early childhood teachers' mathematical attitudes and Mathematical Knowledge for teaching on the mathematical literacy environment of early childhood education institutions. Methods Data were collected from 229 teachers working at 34 kindergartens and daycare centers located in Seoul, Gyeonggi, and Incheon using a questionnaire for teachers on mathematical attitudes, Mathematical Knowledge for teaching, and mathematics literacy environment. The collected data were analyzed using descriptive statistics, frequency analysis, t-test, one-way ANOVA, and stepwise multiple regression analysis. Results First, it was found that early childhood teachers differ in their mathematical attitudes according to the age of the class they are in charge of, and Mathematical Knowledge for teaching differs according to career, academic background, and type of institution among general variables of early childhood teachers. In addition, it was found that the environment of mathematical literacy differed according to career and educational background, type of institution, and age in charge among general variables of early childhood teachers. Second, general variables of early childhood teachers, mathematical attitudes and mathematical knowledge for teaching showed positive correlations with the environment of mathematics literacy. Third, the general variables of early childhood teachers, the motivation for mathematics in the mathematical attitude, and the knowledge of teaching and learning methods in the mathematical knowledge for teaching had explanatory power in the mathematical literacy environment. Conclusions This study investigated the effects of teachers' general variables, mathematical attitudes, and mathematical knowledge for teaching on the mathematical literacy environment of early childhood education institutions. Through this, it was emphasized that teacher education should be carried out by developing a teacher education program that can improve teachers' mathematical attitude and knowledge of mathematics and pedagogy as a way to improve the quality of the environment for mathematics literacy in the early childhood education field.