예비유아교사의 일상적 수학경험에 대한 스토리텔링의 의미

초록

This paper attempts to enlighten the meaning of storytelling about mathematical experience in daily life for teacher students who enrolled in early childhood mathematics education. 21 senior university students majoring in early childhood education had participated in mathematical storytelling for a semester. Storytelling scripts, discussion records, individual journals and in-depth interview records were collected and processed qualitative analysis. The result provided the meaning of mathematical storytelling from three aspects. In terms of cognitive aspect, mathematical storytelling has improved the recognition of the mathematical contents more than the number itself. Also, it deepened the understanding of mathematical content knowledge. In terms of performance, mathematical storytelling enriched the mathematical thinking in daily life and cooperative mathematical exploration. In terms of attitude, positive stance towards mathematics and the recognition of mathematics' usefulness have increased.

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