동시 연계 수학놀이에서 나타나는 유아 경험의 의미

초록

This study explores the educational significance of mathematical play following the appreciation of children’s poetry containing mathematical elements. The participants were 18 five-year-old children enrolled in a public kindergarten in Seoul. Over an 11-week period, children engaged in structured play based on nine selected poems through three phases: appreciating poetry, identifying mathematical elements, and engaging in related play. Data were collected via teacher journals, photos, videos, and transcripts, and analyzed using constant comparative analysis with open coding and categorization. The findings revealed five themes: (1) recognizing mathematics in everyday contexts, (2) learning concepts such as number, space, and measurement through play, (3) applying process skills like reasoning and representation, (4) solving problems collaboratively with peers, and (5) actively leading and expanding mathematical play. These results suggest that integrating children’s poetry with play-based learning promotes not only mathematical understanding and skills but also creativity and social interaction, positioning poetry as a valuable medium for early mathematics education.

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